mtm 

Nnrntal 

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Social  Activities  for  Rural  Schools 


Published  Quarterly  by  the  Lewiston  State  Normal  School  at 
Lewiston,  Idaho. 


Entered  as  second-class  matter,  August  5,  1905,  at  the  Postoffice  at 
Lewiston,  Idaho,  under  Act  of  Congress  of  July  16,  1894. 


Social  Activities  for  Rural  Schools 


FOREWORD. 


The  report  of  the  Country  Life  Commission  and  the 
results  of  observations  made  by  students  of  the  social 
conditions  of  rural  communities  have  emphasized  the  need 
of  a more  active  play  spirit  throughout  the  entire  rural 
community.  The  position  of  the  country  school,  being  as 
it  is  an  organization  non-sectarian  and  purely  democratic 
in  its  conception  and  at  the  same  time  actively  in  contact 
with  most  rural  homes,  through  the  medium  of  the  chil- 
dren in  the  school,  seems  a very  useful  but  at  present  lit- 
tle used,  agency  for  infusing  new  life  and  vigor  into  the 
social  activities  of  the  rural  community  at  large.  To  as- 
sist teachers  who  desire  to  undertake  work  of  this  kind, 
the  rural  department  presents  the  material  of  this  bulle- 
tin. 

Miss  Addie  M.  Ayer,  supervisor  of  Rural  Training 
Schools,  has  gathered  a wealth  of  material  which  should 
enable  a progressive  teacher  to  make  specific  plans  for 
almost  any  type  of  community  social  activity.  It  is  hoped 
that  this  bulletin  will  prove  of  valuable  assistance  to  coun- 
try teachers. 

EARL  S.  WOOSTER, 

Dean  of  Rural  Department. 


SOCIAL  ACTIVITIES  IN  RURAL  SCHOOLS 


The  need  of  more  social  life  in  country  communities  is  ac- 
knowledged by  everyone  and  particularly  by  the  country  people 
themselves  as  is  shown  in  the  report  of  the  Country  Life  Commis- 
sion. It  is  a recognized  fact  that  the  lack  of  social  intercourse 
is  one  of  the  principal  causes  of  the  farm  owners  moving  to  town 
in  such  numbers  and  the  dissatisfaction  and  and  restlessness  of 
the  young  people  of  rural  dstricts.  Because  the  nature  of  farm 
life  tends  toward  routine  and  because  there  has  been  such  a lack 
of  neighborhood  gatherings,  leadership  has  not  been  developed  as 
in  urban  communities.  What  is  everybody’s  business  is  nobody’s 
business  and  the  slow  growth  of  country  life  can  be  traced  to  that 
fact  rather  than  to  the  inferior  intelligence  of  rural  population. 

The  Teacher’s  Responsibility 

Because  of  the  teacher’s  position  as  the  leader  of  children, 
she  is  often  looked  up  to  by  the  whole  community  as  the  one  “to 
start  things”  of  a social  nature.  That  fact  is  not  appreciated  by 
the  young  teacher,  who  as  a student  and  follower  most  of  her  life, 
is  suddenly  placed  into  a position  of  authority.  Wherever  an  en- 
deavor has  been  made  to  bring  people  together  for  social  life, 
appreciation  of  her  efforts  has  been  shown  by  a general  and 
enthusiastic  response.  If  a teacher  understands  and  is  in  sympa- 
thy with  country  life  and  has  a clear  vision  of  what  the  local  dis- 
trict may  become,  there  is  no  end  of  good  that  will  grow  from 
such  a leadership.  As  one  teacher  said,  “We  may  be  pardoned 
for  making  mistakes  but  we  cannot  be  excused  for  not  taking 
some  initiative.”  She  should  have  faith  as  expressed  by  Miss 
Carney  in  the  Country  Life  Creed  given  in  her  book  Country  Life 
and  the  Country  School. 

“I  believe  that  the  great  underlying  problem  of  country  life  is 
the  problem  of  keeping  a standard  people  upon  our  farms. 

To  solve  this  problem  I believe  it  is  necessary  to  make  coun- 
try life  fully  satisfying. 

This  satisfaction,  I believe  farmers  will  bring  to  themselves 
through  learning  to  cooperate  in  the  upbuilding  of  a complete 
community  life. 

Great  agencies  are  already  established  and  more  or  less  ade- 
quately furnishing  as  instruments  of  cooperation  and  community 
building.  Chief  among  these  are  the  home,  the  country  church, 
the  farmers’  organization,  and  the  country  school. 


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Of  these  I believe  the  school  to  be  temporarily  first  in  leader- 
ship and  influence  because  cooperation  is  a question  of  education, 
and  education  is  the  special  responsibility  of  the  school. 

I believe  that  in  communities  where  homes  are  defective, 
churches  closed,  and  farmers’  organizations  wanting,  the  school 
may  become  the  agency  of  progress  toward  all  improvement,  even 
teaching  the  service  of  other  institutions  and  leading  the  service 
of  other  institutions  and  leading  to  their  establishment  and  re- 
generation. 

I believe  that  the  school  can  do  yet  more ; that  it  can  also 
teach  the  necessity  of  its  own  redirection  and  upbuilding. 

But  back  of  this  program  of  action  stands  the  country  teacher. 
For  her  I believe,  in  a type  of  training  that  will  supply  this  infor- 
mation, the  special  adaptability,  and,  above  all,  the  vision,  to 
make  this  end  attainable. 

In  her  and  in  her  ability  to  justify  the  responsibility  thus 
placed  upon  her,  I also  believe. 

Therefore,  my  conclusion  of  belief  in  the  leadership  of  the 
country  teacher  and  in  the  teachers  office  as  a chief  immediate 
factor  in  the  solution  of  the  farm  problem.” 

Leadership 

It  may  seem  that  the  organization  of  social  life  is  one  more 
burden  placed  on  the  already  over-worked  rural  teacher  but  she 
needs  the  social  contact  and  recreation  as  much  as  the  children  and 
patrons  and  if  her  initiative  is  well  directed  the  responsibility  will 
not  fall  heavily  upon  anyone.  With  a little  executive  ability  and 
a good  deal  of  tact,  all  the  latent  capacities  of  the  neighborhood 
will  be  employed  and  new  leaders  will  be  discovered.  In  an  ad- 
dress on  the  Social  Center  made  by  President  Wilson  he  said  of 
this  hidden  talent  for  leadership : “Do  you  look  to  the  ranks  of 
the  men  already  established  in  authority  to  contribute  sons  to 
lead  the  next  generation  ? They  may,  sometimes  they  do,  but  you 
can’t  count  on  them,  and  what  you  are  constantly  depending  on  is 
the  rise  out  of  the  ranks  of  unknown  men,  the  discovery  of  men 
whom  you  have  passed  by,  the  sudden  disclosure  of  capacity  you 
had  not  dreamed  of,  the  emergence  of  somebody  from  some  place 
of  which  you  had  thought  the  least,  of  some  man  unanointed  from 
on  high,  to  do  the  thing  that  the  generation  calls  for.  Who  would 
have  looked  to  see  Lincoln  save  a nation?  Who  that  knew  Lin- 
coln as  a lad  and  a youth  and  a young  man — but  all  the  while  there 
was  springing  up  in  him  as  if  he  were  connected  with  the  very 
soil  itself,  the  sap  of  a nation,  the  vision  of  a great  people,  a 
sympathy  so  ingrained  and  intimate  with  the  common  run  of  men 
that  he  was  like  the  people  impersonated  sublimated,  touched  yith 
genuis.  And  it  is  to  such  sources  that  we  must  always  look.” 


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Democratic  Spirit  of  Country  Life 

Country  people  are  naturally  democratic  and  there  is  no 
danger  of  an  organization  being  the  opposite  if  the  leader  is  tact- 
ful. In  some  small  towns  mistakes  have  been  made  in  allowing 
class  or  sectarian  spirit  to  creep  into  the  social  life  and  those  who 
have  needed  the  neighborhood  contact  most  have  been  barred  from 
such  activities.  Nearly  everyone  likes  to  have  a part  in  things 
whether  he  acknowledges  it  or  not  and  because  that  fact  has  not 
been  recognized  there  has  been  a multiplicity  of  churches  and  in 
most  sections  we  are  further  from  church  union  than  ever  before. 
The  teacher,  as  a leader,  must  appreciate  the  danger 
of  an  undemocratic  social  organization  and  try  to 
reach  all  in  the  community  by  appealing  to  the 
common  interests  and  diversified  talents.  There  should  be  a 
study  of  local  conditions  to  find  what  the  common  interests  are 
before  any  start  is  made.  The  nationality  of  the  people  should 
be  taken  into  consideration.  A colonial  supper  would  probably  not 
interest  Scandinavians  while  an  evening  of  Swedish  fork  dances 
might  meet  the  hearty  support  of  all.  In  a district  where  the  ma- 
jority of  patrons  are  of  foreign  birth,  their  best  national  literature, 
music  and  customs  should  be  familiar  to  the  teacher.  Talks  on 
Mona  Lisa  or  Literature  of  the  Elizabethian  Era  would  not  draw 
out  many  country  people  over  rough  roads  on  a cold  night  while 
in  other  communities,  programs  of  intellectual  or  cultural  nature 
might  appeal  to  the  people  more  than  anything  else. 

Sources  of  Suggestions  for  Entertainments 

There  are  often  good  suggestions  for  unique  entertainments 
and  programs  in  The  Ladies’  Home  Journal,  Woman’s  Home 
Companion,  and  some  educational  and  farm  magazines.  It  is  well 
to  keep  a collection  of  the  best  ones  and  from  several  sources  get 
ideas  that  can  be  adapted  to  the  neighborhood  gatherings.  What 
a surprise  there  would  be  in  some  districts,  if  there  should  be  some 
other  form  of  entertainment  than  the  basket  social.  Probably 
curiosity,  if  nothing  else,  would  bring  out  the  people  in  a body. 
If  one  purpose  of  a social  event  is  to  raise  money  for  needed  school 
improvements,  the  entertainment  should  be  of  such  a nature  that  it 
will  appeal  to  old  and  young  alike. 

Two  Kinds  of  Social  Activities 

The  social  activities  of  a neighborhood  may  come  under  two 
heads.  Of  the  first  class  are  single  entertainments  such  as  socials 
and  special  play  programs.  Of  the  second  kind  are  the  permanent 
or  continuous  organizations  such  as  a Country  Life  Club,  Grange 


4 


or  Debating  Society.  The  first  may  be  used  as  an  opening  wedge 
for  the  second.  It  gives  the  new  teacher  an  opportunity  to  get 
acquainted,  to  decide  on  what  kind  of  an  organization  would  ap- 
peal to  the  people  and  to  pick  out  the  ones  who  appear  to  be 
leaders  or  seem  to  have  some  talent.  It  also  gives  the  people  a 
chance  to  meet  the  new  teacher  and  if  her  program  has  been  a 
success  and  she  is  a good  “mixer”  they  will  have  confidence  in 
her  executive  ability  and  leadership. 

Special  Day  Programs 

Of  the  single  entertainments,  one  of  the  most  common  forms 
is  the  celebration  of  special  days  such  as  Hallowe'en,  Thanks- 
giving, Christmas,  Arbor  Day,  etc.  One  advantage  of  such  enter- 
tainments is  that  the  work  may  be  correlated  with  regular  school 
work  so  that  it  will  not  be  necessary  to  take  much  extra  time  in 
its  preparation  in  or  out  of  school  hours.  If  there  is  no  such  cor- 
relation there  is  no  reason  for  taking  school  time  for  rehearsing, 
which  is  often  carried  to  excess.  If  the  selections  are  not  worth 
while  educationally  or  otherwise  there  is  no  excuse  for  them  being 
on  the  program.  Even  in  some  well  known  teachers’  magazines 
there  are  trashy  suggestions  such  as  parodies  on  old  folk  and  pat- 
riotic songs  and  poems  of  questionable  value  which  are  usually  by 
anonymous  authors.  They  belong  to  the  same  class  as  the  dime 
novel  and  rag-time  music.  As  there  are  enough  good  stories, 
poems  and  songs  to  fit  such  occasions,  why  introduce  the  other 
kind  ? Most  teachers  would  like  to  have  some  new  forms  of  cele- 
bration but  do  not  know  what  to  put  in  nor  where  to  get  material 
so  the  old  type  of  school  program  goes  on — “speaking  pieces” 
and  reciting  dialogues. 

This  is  an  age  of  pageants  and  although  the  rural  school 
may  not  be  able  to  realize  such  an  ambitious  performance,  still  the 
pageant  idea  can  be  successfully  adapted  to  country  school  con- 
ditions as  shown  in  articles  on  plays  and  pageants  in  some  of  the 
recent  numbers  of  Primary  Education  (See  bibliography).  The 
more  the  play  element  is  brought  into  the  school  program  the  bet- 
ter and  though  the  recitations  of  literary  value  should  not  be 
done  away  with,  yet  there  are  other  forms  of  entertainment  that 
have  as  much  merit  and  are  more  interesting  to  both  performers 
and  audience. 


Correlation  with  School  Work 

If  children  have  been  trained  as  a part  of  their  regular  school 
work  to  dramatize  their  stories  and  reading  lessons,  such  as  The 
Three  Bears,  The  Little  Red  Hen,  Cinderella,  etc.,  these  may 
be  used  as  a part  of  the  program  for  the  public.  Some  entertain- 


5 


ments  may  be  an  outgrowth  of  the  work  in  geography  and  history, 
local  or  otherwise.  In  one  rural  school  where  such  material  was 
utilized,  the  children  of  the  four  upper  grades  worked  out  scenes 
from  the  term’s  work  in  history  so  that  the  tableaux  were  such 
subjects  as  Siegfried,  Napoleon  at  St.  Helena,  Sir  Walter  Raleigh 
and  Queen  Elizabeth,  Pocahontas  saving  the  life  of  John  Smith, 
Miles  Standish  and  the  Indian,  Pilgrims  going  to  church,  A Col- 
onial minuet,  and  Boys  of  76.  The  pupils  of  the  primary  grade 
represented  children  of  other  lands — Eskimo,  Swiss,  Dutch, 
Scotch,  and  Japanese.  The  simple  costumes  were  made  by  the 
children  and  their  mothers  from  ideas  which  they  got  from  illus- 
trations in  text  and  library  books.  Between  each  tableau,  a 
pupil  told  a simple  account  or  story  of  the  next  picture  and  in 
some  cases  the  graphophone  played  appropriate  music.  This  suc- 
cessful entertainment  was  gotten  up  in  less  than  a week  and  no 
time  was  taken  from  school  hours  for  rehearsals  for  it  was  an 
outgrowth  of  the  regular  school  work. 

One  of  the  most  effective  kinds  of  tableaux  is  the  represen- 
tation of  famous  pictures  such  as  Boughton’s  Pilgrim  pictures, 
Breton’s  Song  of  the  Lark,  Millet’s  The  Angelus,  Millet’s  The 
Gleaners,  Whistler’s  Portrait  of  His  Mother,  Van  Dyke’s  Baby 
Stuart  and  Reynold’s  Age  of  Innocence.  These  should  be  posed 
behind  a large  frame  made  for  the  purpose,  over  which  is  stretched 
very  thin  black  gauze  or  mosquito  netting  dyed  a violet  color  to 
give  the  picture  the  effect  of  an  oil-painting.  The  lights  in  the 
room  should  be  turned  out  and  those  in  back  of  the  scenes  should 
be  from  the  side  and  out  of  view  of  the  audience.  There  should 
be  an  evening  rehearsal  to  experiment  on  posing  and  lighting. 
Readings  from  the  poets  make  a set  of  lovely  pictures.  Some- 
times one  poem  will  provide  material  for  the  whole  evening  and 
in  others,  only  a few  lines  should  be  selected  for  which  an  illus- 
tration may  be  posed.  Tennyson’s  The  Day  Dream,  Longfellow’s 
Hiawatha,  Lowell’s  The  Courtier,  Whittier’s  Snow-Bound  and 
Dickens’  Christmas  Carol  furnish  good  subjects  for  tableaux. 
Pictures  from  Mother  Goose  are  good  for  children’s  tableaux. 

Shadow  Pictures,  Charades,  Etc. 

Shadow  pictures  are  always  popular  and  easily  managed. 
Tennyson’s  The  Beggar  Maid,  Lowell’s  The  Courtin’,  Mother 
Goose  rhymes  and  the  children’s  song,  “Here  We  Go  around  the 
Barberry  Bush”  are  easily  illustrated  on  the  shadow  screen. 

Charades,  travel  parties,  anagrams,  book  games  and  guessing 
games  furnish  amusement  at  informal  gatherings.  Guests  may  be 
asked  to  come  to  represent  book  titles  as,  When  Knighthood  was 
in  Flower,  The  Light  that  Failed,  Old  Maids’  Paradise,  Little 
Women,  Red  Rock,  Middle  march,  and  Lavender  and  Old  Lave  or 


6 


they  may  be  asked  to  represent  popular  literary  characters.  Bar- 
bara Frietchie  and  her  flag,  Rip  Van  Winkle  waking  from  his 
sleep,  Samantha  and  Joshia  with  their  carpet  bags  and  Portia  in 
her  lawyer’s  robes  are  easily  posed.  Guests  at  a children’s  party 
may  be  asked  to  represent  the  characters  in  Mother  Goose.  Fairs, 
lawn  fetes  and  parties  of  other  nationas  have  not  been  worn 
threadbare  in  the  country  as  in  the  city.  For  a Japanese  fair 
decorate  with  paper  wisteria  or  cherry  blossoms.  For  a Dutfch 
fair  or  Kirmiss  the  decorations  should  be  in  Delft  blues  and  tulips. 
Directions  for  making  paper  flowers  are  found  in  the  Dennison 
catalog  (Dennison  Co.,  Boston,  Mass.) 

Amateur  Theatricals 


One  of  the  greatest  sources  of  amusement  and  recreation  is 
amateur  theatricals,  which  may  be  used  as  a part  of  the  Literary 
Society  program.  The  choice  of  manager  is  very  important  as  he 
should  possess  firmness,  good  judgment  and  tact  and,  if  possible, 
have  previous  experience.  Though  excellent  results  have  been 
obtained  in  rural  communities  in  such  ambitious  performances  as 
Shakespeare’s  plays,  it  is  usually  better  to  select  those  within 
the  ordinary  range  of  acting,  staging  and  costuming.  Twenty 
Minutes  under  an  Umbrella,  Dinner  at  Six,  What  Happened  to 
Jones,  Money,  A Night  Off,  The  Old  Garden  and  A Scrap  of 
Paper  are  all  within  the  power  of  the  average  amateur  abilities. 
For  children,  Little  Men,  Little  Women,  Hiawatha,  Nathan  Hale, 
Man  Without  a Country,  and  Rose  of  Old  Plymouth  supply  good 
plays  that  may  be  correlated  with  the  school  work.  For  foot- 
lights provide  several  small  tin  lamps  with  reflectors  and  a wire 
netting  placed  around  them  to  protect  gowns  and  stage  properties 
from  the  danger  of  catching  fire.  Carriage-lamps  make  good  side 
lights  which,  when  covered  with  colored  paper  give  any  necessary 
color  effect. 

One  excellent  phase  of  language  work  for  middle  anl  upper 
grades  is  the  writing  of  simple  plays  for  dramatization  and  if 
well  planned  is  not  beyond  the  abilities  of  country  school  chil- 
dren. If  they  are  being  written  with  a purpose — to  act  later — 
good  results  will  be  obtained.  The  following  list  of  stories  for 
dramatization,  which  may  be  used  with  or  without  the  formal 
written  words,  is  given  by  Mrs.  Howard  Beaucher  in  Problems 
of  Dramatic  Play : 


Cinderella 
Sleeping  Beauty 
Hansel  and  Gretel 
Jack  and  the  Beanstalk 
Snow-white 

Elves  and  the  Shoemaker 


Eleven  Wild  Swans 
Red  Shoes 

The  Cat  and  the  Parrot 
The  Golden  Goose 
King  Arthur  and  Excalibur 
The  Hole  in  the  Dyke 


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Special  Day  Celebrations 

Columbus  Day — Much  has  been  written  in  the  last  few  years 
about  the  celebration  of  Columbus  Day.  Many  October 
magazines  give  suggestions.  Whether  or  not  this  day  is 
celebrated  for  the  benefit  of  the  public,  it  gives  a splendid 
opportunity  to  teach  history.  How  much  time  is  wasted  in 
school  trying  to  get  children  to  remember  a few  facts  of 
Columbus’  life  and  discoveries,  while  an  understanding  and 
appreciation  of  the  life  of  the  fifteenth  century,  Columbus’ 
great  courage  and  the  importance  of  his  discoveries  would 
be  lasting  if  taught  by  means  of  simple  pageants,  tableaux 
or  plays  as  suggested  in  some  of  the  magazine  articles  listed 
in  bibliography. 

Halloween — The  first  special  day  that  is  informally  celebrated 
during  the  school  year  is  Hallowe’en.  It  gives  the  new  teach- 
er and  opportunity  to  get  acquainted  and  the  combination  of 
harvest  festival  and  the  Hallowe’en  tricks  and  games  forms 
an  excellent  celebration.  Guests  may  be  asked  to  come  dres- 
sed to  represent  some  fruit,  vegetable  or  grain  and  prizes 
may  be  given  for  the  best  costume.  The  school  room  or 
hall  may  be  decorated  wi'h  cornshucks,  wreaths  of  alfalfa, 
sheaves  of  wheat,  dried  grasses,  pumpkins,  festoons  of  corn, 
and  black  silhouettes  of  witches  and  cats.  Lights  may  be 
furnished  by  candles  in  pumpkin  Jack-o’-lanterns  and  in 
holders  of  turnips  and  potatoes.  If  there  is  room,  the  usual 
Hallawe’en  games  and  tricks  may  be  played  or  an  appro- 
priate program  may  be  given. 

Thanksgiving — If  the  children  have  been  studying  Indian  and 
Puritan  Life  and  customs,  this  is  a good  time  to  correlate  the 
celebration  with  the  school  work.  Scenes  from  Hiawatha, 
the  first  Thanksgiving,  tableaux  of  Puritan  life  in  England, 
Holland  and  America  may  be  given.  School  histories,  post 
cards  and  November  magazines  will  give  suggestions  for 
costuming. 

Christmas — It  is  customary  in  many  districts  of  the  State  to 
have  the  principal  school  event  of  the  year  at  this  time.  The 
original  meaning  of  the  day  is  often  lost  sight  of  by  too  much 
emphasis  on  Santa  Claus.  The  story  of  the  first  Christmas, 
good  Christmas  legends  such  as  those  by  Eugene  Field,  the 
old  songs,  hymns  and  poems  should  not  be  forgotten  in  plan- 
ning a program.  The  origin  of  Christmas  customs  may  be 
used  to  advantage.  “The  use  of  mistletoe  is  a legacy  from 
the  Druid  of  pagan  days ; stocking-hanging  is  said  to  be  of 
Italian  origin ; England  contributes  the  plum  pudding ; and 


8 


Santa  Claus  comes  from  Holland,  where  the  Dutch  children 
place  their  wooden  shoes  instead  of  their  stockings  as  recep- 
tacles for  gifts.”  The  account  of  the  Christmas  celebration 
in  other  lands  is  given  in  The  Plan  Book  by  Marion  George, 
published  by  A.  Flanagan  & Co.,  Chicago.  One  of  the  most 
popular  old  customs  which  is  being  revived  is  the  singing 
of  Christmas  carols  by  children  outside  the  homes  of  the 
“shut-ins”.  During  the  last  few  years  the  municipal  Christ- 
mas tree  has  been  very  popular  in  the  large  cities  of  the 
country.  This  would  be  feasible  in  some  districts  and  more 
satisfactory  than  an  indoor  program  if  the  school  house  is 
very  small.  It  is  a beautiful  custom  that  is  worth  introduc- 
ing into  the  country. 

Lincoln's  and  Washington’s  Birthdays — It  is  only  recently  that 
much  attention  has  been  paid  to  Lincoln’s  Birthday  though 
there  is  no  other  American  who  appeals  to  country  people  as 
Lincoln.  There  is  little  available  material  to  aid  in  such  a 
celebration.  Some  have  successfully  combined  the  two  days 
in  one  program  and  any  appropriate  patriotic  songs,  stories, 
poems,  dialogues,  and  plays  were  used.  Historical  tableaux 
or  tableaux  representing  famous  historical  pictures  could  be 
used  to  advantage.  A fancy  dress  Washington’s  Birthday 
social  or  colonial  supper  is  usually  successful  for  an  informal 
evening  gathering.  This  celebration  gives  occasion  to  teach 
our  patriotic  songs  with  a real  purpose.  It  is  a deplorable 
fact  that  Americans  do  not  know  their  national  songs  and 
that  seldom  can  a crowd  of  old  or  young  people  be  found 
who  know  the  words  of  America  and  Star  Spangled  Banner. 
This  is  a good  season  of  the  year  for  this  generation  of 
teachers  to  correct  that  national  fault. 

Arbor  Day — Of  all  special  days  this  one  should  not  be  neg- 
lected by  the  country  school.  It  is  a day  for  doing  not  sim- 
ply reciting  a lot  of  sentiment  about  what  should  be  done. 
Here  is  an  opportunity  to  appeal  to  rural  community  pride 
by  interesting  pupils  and  patrons  in  beautifying  the  school 
grounds  and  other  public  places.  We  hear  so  much  of  civic 
improvements  but  as  in  the  case  of  rural  social  life,  there 
is  no  one  to  lead  in  improving  aestehetic  conditions  in  the 
country.  Let  the  American  teacher  pattern  after  the  Euro- 
pean school-master  and  be  a force  in  inculcating  neighbor- 
hood responsibility  in  this  phase  of  the  country  life  move- 
ment. Plans  should  be  made  weeks  ahead.  Class  room  in- 
struction should  be  given  in  tree  and  shrub  planting.  The  in- 
terest and  enthusiasm  of  the  pupils  in  beautifying  the  school 
and  home  grounds  should  be  aroused  to  a high  pitch.  Plans 
may  be  made  for  screening  unsightly  outbuildings.  There 


9 


may  be  discussions  on  simple  landscape  gardening.  (See 
farmers’  Bulletins  185,  Beautifying  the  Home  Grounds  and 
134,  Tree  Planting  on  Rural  School  Grounds).  Plans  of  the 
school  grounds  may  be  made  as  a part  of  the  arithmetic 
and  drawing  lessons.  The  neglect  of  teachers,  trustees  and 
patrons  in  caring  for  rural  school  grounds  is  well  summed 
up  in  Country  Life  and  the  Country  School — “Just  why 
trees,  shrubs  and  flowers  will  not  grow  on  school  grounds 
is  something  of  an  agricultural  mystery.  When  land  that 
raises  eighty  bushels  of  corn  on  one  side  of  a fence,  refuses 
to  nourish  a bed  of  tulips  or  a few  shrubs  on  the  other  side, 
we  must,  of  force,  conclude  that  something  else,  or  the  lack 
of  something  else  enters  into  the  balance  against  the  school 
yard.” 

Invite  parents  and  home  folks  to  the  work  of  Arbor 
Day  and  make  it  a community  exercise.  The  men  may  come 
in  the  morning  to  work  and  women  come  with  lunch  bas- 
kets at  noon  and  stay  till  the  exercises  are  over.  Plan  to 
have  taken  pictures  of  children  and  parents  while  the  im- 
provement work  is  going  on.  A suggestive  program  taken 
from  a New  Jersey  Arbor  Day  bulletin  is  given  in  the  ap- 
pendix. In  gathering  material,  use  poems,  songs,  etc.,  that 
are  not  only  nature  selections  but  those  that  will  give  country 
children  a special  appreciation  of  farm  life.  Much  of  the 
program  should  be  a summary  of  the  year’s  work  in  nature 
and  agriculture.  If  the  teacher  can  arouse  the  spirit  of  the 
Country  Boy’s  Creed  by  Edwin  Osgood  Grover  she  will  be 
a blessing  to  the  community. 

“I  believe  that  the  country,  which  God  made,  is  more 

beautiful  than  the  City,  which  man  made;  that  life  out-of- 
doors  and  in  touch  with  the  earth  is  the  natural  life  of  man. 
I believe  that  work  is  work  wherever  we  find  it,  but  that 
work  with  Nature  is  more  inspiring  than  work  with  the  most 
intricate  machinery.  I believe  that  the  dignity  of  labor  de- 
pends not  on  what  you  do,  but  on  how  you  do  it ; that  op- 
portunity comes  to  a boy  on  the  farm  as  often  as  to  a boy  in 
the  city;  that  life  is  larger  and  freer  and  happier  on  the 
farm  than  in  the  town;  that  my  success  depends  not  upon 
my  location,  but  upon  myself — not  upon  my  dreams,  but  upon 
what  I actually  do — not  upon  luck,  but  upon  pluck.  I believe 
in  working  when  you  work,  and  in  playing  when  you  play, 
and  in  giving  and  demanding  a square  deal  in  every  act  of 
life.” 

Peace  Day,  May  18 — This  comes  about  the  time  of  the  close 
of  many  rural  schools  and  this  celebration  may  be  used  as  a 
fitting  close  of  the  school  year.  Every  teacher  should  in 


10 


some  way,  cooperate  with  the  American  School  Peace 
League  in  promoting  the  cause  of  International  Peace.  Ma- 
terial for  program  may  be  procured  from  the  International 
School  of  Peace,  29a  Beacon  Street,  Boston,  Massachusetts. 
(See  bibliography). 

Play  Picnic  and  Spring  Festival 

The  spring  of  the  year  is  the  time  for  the  out-of-door  festi- 
val and  picnic.  The  country  is  never  more  beautiful  and  more 
ambitious  productions  may  be  undertaken  out-of-doors  than  in 
a crowded  school  room.  The  many  imperfections  in  acting  are 
not  as  noticeable  in  the  open.  Splendid  suggestions  for  such 
celebrations  have  been  given  in  recent  school  and  home  maga- 
zines. In  a community  where  the  children  are  of  foreign 
parentage,  the  play  festival  is  an  opportunity  to  help  preserve 
some  of  the  best  old-world  customs  and  tie  together  the  interests 
of  school  and  home.  Experience  has  proven  that  a kindlier  feel- 
ing, a broader  understanding  and  a more  patriotic  spirit  has  de- 
veloped among  our  immigrant  population  from  the  revival  of 
the  old  customs,  folk  songs,  stories  and  dances.  Why  shouldn’t 
a school  made  up  of  Norwegian  children  celebrate  their  national 
day,  Frihedsday  on  May  17th?  Will  the  Fourth  of  July  be  less 
highly  regarded?  The  play  festival  day  may  be  just  a commu- 
nity picnic  or  more  elaborate  arrangements  may  be  made  by  hav- 
ing a definite  program  of  folk  dances,  drills,  plays  and  athletic 
contests  in  which  old  and  young  may  take  part.  (See  appendix 
for  programs  of  Rural  School  Game  Contest  and  Field  Day  and 
Play  Picnic  for  Country  Children).  If  this  celebration  comes  in 
May,  it  may  be  a May  Festival  with  the  crowning  of  the  queen 
and  the  Maypole  dance  as  the  special  features.  (See  appendix 
for  program).  Simple  costumes  are  easily  made  and  help  to 
give  gay  and  festive  atmosphere  to  the  occasion.  In  most  com- 
munities a piano  or  organ  may  be  procured  though  a grapho- 
phone  is  very  good  for  the  purpose  since  the  Victor  Talking 
Machine  Company  has  put  out  so  many  good  machines  and  folk 
dance  records.  In  one  rural  school  where  it  was  impossible  to 
procure  a musical  instrument  for  a May  Fete,  the  children  played 
on  combs  as  an  accompaniment  for  the  folk  dances.  (A  Rural 
School  May  Festival,  School  Arts  Book,  April,  1912).  The 
program  for  this  occasion  may  be  historical,  a phase  of  Idaho 
life  that  has  been  neglected  in  the  schools  and  in  the  homes. 
Local  and  State  history  may  be  worked  up  into  tableaux  or 
pageant  form.  Primitive  Indian  life,  scenes  from  Lewis  and 
Garke’s  expedition,  Sacajawea,  the  first  settlement  of  Idaho, 
and  the  discovery  of  gold  could  be  worked  up  into  a picturesque 


11 


and  instructive  program.  In  one  rural  school  Hiawatha  w&s 
dramatized  on  the  edge  of  some  beautiful  woods.  One  of  the 
best  magazine  articles  that  has  been  published  recently  on  an 
outdoor  entertainment  for  little  people  is  the  Mother  Goose’s 
Moving-Picture  Show  in  the  Ladies  Home  Journal,  July,  1913. 

Continuous  Organizations 

Now  let  us  consider  the  organization  of  permanent  socieites 
or  clubs  with  the  school  as  the  social  center.  With  most  teach- 
ers “the  spirit  is  willing  but  the  flesh  is  weak.”  The  most 
successful  community  work  in  one  county  of  the  state  is  being 
done  by  a teacher  whose  predecessor  said  that  it  was  impossible 
to  arouse  any  interests  in  clubs  in  that  district.  If  a teacher  does 
not  make  the  mistake  of  starting  too  many  lines  of  new  work 
but  instead  concentrates  her  interest  and  time  to  make  a few 
progressive  movements  go  through,  there  is  not  much  danger 
of  failure.  Watch  for  your  opportunity  and  when  it  comes, 
seize  it.  One  rural  teacher  found  her  chance  at  a neighborhood 
prayer  meeting  while  the  congregation  were  waiting  for  the 
minister  to  arrive.  She  had  been  looking  for  a psychological 
moment  in  which  to  propose  a plan  which  she  had  had  in  mond 
for  some  time  and  she  lost  no  time  in  making  the  most  of  the 
minister’s  tardiness.  For  twenty  minutes  she  talked  on  the  bene- 
fits and  need  of  a Literary  and  Debating  Society  and  as  a result 
one  was  organized  then  and  there. 

In  planning  a young  people’s  club  it  is  best  to  keep  the 
sexes  separate  from  twelve  to  eighteen.  Their  interests  are  dif- 
ferent during  the  adolescent  period  and  the  responsibility  of 
chaperoning  them  is  too  great  for  a young  teacher,  though  a 
neighborhood  organization  where  old  and  young  take  part  usually 
works  out  successfully.  There  is  a great  need  for  some  form  of 
social  club  life  for  both  children  and  adults  and  the  teacher, 
who  recognizes  this,  accepts  conditions  as  they  exist,  and  tries 
to  fit  the  community  needs  by  taking  steps  to  organize  some 
form  of  social  life,  is  a big  factor  in  the  rural  life  movement. 

The  Boy  Scouts 

In  rural  schools,  where  men  are  in  charge,  there  is  a big 
field  for  them  in  organizing  boys’  or  young  men’s  clubs,  such 
as  the  Boy  Scouts,  Athletic  Associations,  Young  Men’s  Chris- 
tian Association  or  Debating  Society.  It  may  be  necessary  to 
combine  two  or  more  districts  to  get  enough  boys  who  are  near 
of  an  age.  In  planning  a Boy  Scout  organization,  the  leader 
should  become  familiar  with  the  history,  purpose  and  rules  of  the 


12 


association.  If  properly  conducted  and  the  leader  is  a clean, 
manly  fellow  whom  all  the  boys  respect  and  obey,  there  is  no  end 
of  good  that  may  come  from  such  a movement.  Every  school 
should  have  The  Boy  Scout  Book  published  by  Doubleday,  Page 
& Co.,  whether  there  is  such  an  organization  or  not.  Boys  who 
are  interested  in  this  movement  should  read  Ernest  Thompson- 
Seton’s  Two  Little  Savages.  One  or  more  of  Seton’s  books 
should  be  in  every  school  library. 

Young  Men's  Christian  Association 

During  the  last  few  years  the  Young  Men’s  Christian  As- 
sociation has  become  quite  popular  in  many  rural  or  semi-rural 
communities.  In  every  neighborhood  there  are  young  men  who 
are  too  old  to  go  to  the  country  school  and  do  not  have  the  am- 
bition or  means  to  attend  a high  school,  which  may  be  several 
miles  away.  There  are  country  loafers  as  well  as  city  loafers 
and  unless  there  is  a purpose  in  the  way  young  men  spend  their 
leisure  hours  they  may  become  morbid  and  develop  evil  tenden- 
cies. For  such,  the  Young  Men’s  Christian  Association  meets  a 
great  need.  “This  whole  organization  is  based  upon  the  princi- 
ple that  what  is  done  for  men  and  communities  weakens  them 
but  what  they  do  for  themselves  is  sure  to  strengthen.”  Infor- 
mation in  regard  to  the  Country  Department  and  the  organiza- 
tion of  a rural  branch  association  may  be  obtained  from  the 
central  office  which  is  located  at  124  East  Twenty-eighth  street. 
New  York  with  Mr.  Albert  E.  Roberts  as  International  Secre- 
tary. The  magazine,  Rural  Manhood,  published  by  that  associa- 
tion should  be  in  every  country  home.  Such  an  association 
may  be  the  outgrowth  of  an  Athletic  Club  which  is  one  of  the 
easiest  means  of  interesting  boys  in  social  activities.  In  several 
counties  of  Idaho,  the  County  Superintendent  has  dignified  the 
work  by  making  it  a county  movement.  In  districts  where  there 
is  no  hall  for  basket-ball  and  other  games  and  the  climate  will 
not  permit  outdoor  practice  during  winter  months,  snow-shoeing, 
skating  and  skeeing  may  take  the  place  of  athletic  games.  If 
there  is  no  place  for  skating  it  may  be  possible  to  flood  a field 
to  be  converted  into  a skating  rink. 

Musical  Organizations 

In  nearly  every  community  there  is  quite  a good  deal  of 
musical  talent  and  many  own  instruments  though  few  play  well  as 
there  is  no  incentive  to  practice.  If  the  teacher  is  musical  and 
can  lead,  the  organization  of  a neighborhood  orchestra  would 
meet  a need  and  would  be  greatly  appreciated.  Even  if  the 


13 


teacher  is  unable  to  act  as  leader,  he  may  find  some  one  in  the 
neighborhood  who  can.  A great  deal  has  been  done  in  city  social 
centers  to  develop  latent  musical  talent  but  as  in  everything 
else,  the  country  has  been  slow  in  seeing  its  possibilities.  With 
a little  initiative  and  musical  appreciation  a girls’  chorus  could  be 
formed  that  would  take  the  place  of  the  old  time  singing  school. 
If  there  is  no  instrument  in  the  school  house  they  might  meet 
in  some  home  where  they  could  be  accompanied.  Wonderfully 
good  work  is  being  done  by  Rev.  E.  C.  Knapp  of  the  Inland  Em- 
pire Sunday  School  Association  in  organizing  Junior  Choirs  for 
the  practice  of  standard  anthems  and  selections  from  the  best 
operas  and  oratorios.  This  is  a movement  that  should  spread  to 
the  country  districts  and  is  entirely  feasible  in  many  neighbor- 
hoods. If  the  young  people  can  not  read  music  the  simplest  of 
these  selections  may  be  learned  by  rote.  (See  appendix  for  pro- 
gram of  Junior  Choir  music).  What  a pleasure  it  would  be  to 
hear  American  children  singing  selections  from  good  operas  in- 
stead of  trashy  popular  songs.  Cantatas  and  old  folk  song  con- 
certs are  always  popular. 

Camp  Fire  Girls 

An  association  which  corresponds  to  the  Boy  Scout  move- 
ment is  the  Camp  Fire  Girls,  an  international  organization  for 
girls  of  twelve  years  and  over,  though  younger  girls  may  become 
“Blue  Birds,”  an  auxiliary  association.  “With  the  new  conscious- 
ness of  freedom  and  community  obligations  that  is  growing 
among  women,  it  seems  to  be  imperative  and  inevitable  that  there 
should  be  more  organized  work  done  for  and  by  girls  and  women. 
The  fundamental  purpose  of  the  Camp  Fire  Girls  is  to  make 
drudgery  romantic,  to  find  some  measurement  of  the  work  which 
girls  do,  to  encourage  ‘team  play,’  and  to  bring  about  beautiful 
social  relations  in  the  home  and  in  the  community.”  The  right 
kind  of  a teacher  would  find  an  appreciative  response  if  such  a 
movement  were  attempted.  The  Book  of  the  Camp  Fire  Girls, 
published  by  George  H.  Doran  Company,  New  York,  gives  the 
necessary  information. 

Other  Girl’s  Clubs 

In  some  rural  districts  successful  girls’  clubs  have  been 
formed,  sometimes  with  the  teacher  as  leader  but  sometimes 
some  other  woman  can  be  found.  Where  the  State  Sewing  or 
Bread  clubs  have  been  formed,  it  would  be  a good  plan  to  have 
one  evening  of  the  week  or  Saturday  afternoon  for  an  informal 
meeting  of  the  club  at  which  time  instruction  may  be  given 


14 


along  domestic  science  or  domestic  art  lines.  There  may  be  a 
reading  or  story  telling  hour.  Bread  making  or  sewing  contests  in 
one  distric  t or  between  neighboring  districts  add  interest. 
There  is  such  a lack  of  good  literature  in  the  country  and  so  few 
of  the  young  people  have  the  reading  habit,  a reading  circle 
would  fill  a need.  Every  district  should  procure  a traveling 
library.  Write  to  the  State  Library  Commission  of  Boise  for 
information. 


Literary  Societies 

Of  the  social  activities  of  the  continuous  class  the  Literary 
Society  is  the  most  common  in  the  country  and  because  it  has 
been  so  popular  for  years,  it  is  one  of  the  easiest  ways  of  bring- 
ing both  old  and  young  together  for  regular  weekly  or  fort- 
nightly meetings.  In  some  sections  of  the  country  Country  Life 
clubs  have  taken  the  place  of  the  old-time  “Literaries,”  about  the 
only  difference  is  that  the  first  considers  all  phases  of  country 
life  and  its  problems  and  is  therefore  a little  nearer  the  interests 
of  the  people  than  the  literary  society.  A club  naturally 
takes  to  parliamentary  law.  There  is  not  so  much  danger  in  the 
lack  of  formality  in  the  proceedings  as  in  the  waste  of  time 
over  details  of  form  and  business  so  that  the  meetings  drag 
and  because  dull  and  unintenteresting  ( See  appendix  for  constitu- 
tion and  by-laws).  It  will  not  do  for  the  club  to  devote  itself  to 
one  kind  of  program  but  debates,  readings,  spelling  “bees/’  mock 
trials,  amateur  theatricals,  indoor  and  outdoor  games  and  enter- 
tainments should  alternate.  A diversity  of  interests  and  talents 
makes  this  rule  almost  necessary  for  such  a club  to  hold  the  peo- 
ple long.  Topics  of  neighborhood  interests,  as  the  good  road 
movement  and  community  improvements,  should  be  discussed.  If 
the  district  has  a traveling  library  and  there  is  a good  collection 
of  farmers’  bulletins  in  the  school  and  home  (see  appendix),  they 
will  be  useful  in  furnishing  reference  material.  There  are  usual- 
ly people  in  near-by  towns  and  state  institutions  who  are  willing 
to  give  their  services  as  lecturers  on  agriculture  or  other  topics. 
Readers  and  musicians  may  sometimes  be  procured  for  their 
expenses. 

There  should  be  debates  on  subjects  of  both  local  and  na- 
tional interest.  Of  the  latter  class  there  is  danger  of  selecting 
topics  that  are  “over-the-heads”  of  the  debators  and  that  re- 
quire so  much  preparation  that  failure  is  almost  sure  to  follow. 
However,  most  country  people  of  the  present  day  read  and  think 
about  many  live  national  issues  and  they  should  be  encouraged 
to  express  their  opinions  in  debates.  The  following  topics 
should  be  of  general  interest  to  city  and  country  folk  alike : 


15 


1 The  Monroe  Doctrine  should  be  continued  as  a part  of  the  permanent 

foreign  policy  of  the  United  States. 

2 The  government  should  buy  and  operate  the  railroads  of  the  United 

States. 

3 The  United  States  should  admit  the  Chinese  on  equal  terms  with  other 

immigrants. 

4 Suffrage  should  be  restricted  by  an  educational  test. 

5 The  conditions  in  Idaho  are  better  because  of  woman  suffrage. 

Subjects  of  local  interest  usually  prove  to  be  popular  and  should  be 
given  an  important  place  on  the  program.  The  following  are  suggested: 

1 Life  in  the  Country  is  to  be  preferred  to  that  of  the  city. 

2 Diversified  farming  is  more  profitable  than  a one-crop  system. 

3 The  climate  of district  is  too  cold  to  raise  corn. 

4 Birds  are  more  injurious  to  farm  crops  than  insects. 

5 Poultry  raising  is  more  profitable  than  hogs. 

6 A new  school  house  should  be  built. 

7 Districts  number  and  should  be  consolidated. 

8 The  housefly  is  more  injurious  to  the  human  race  than  smallpox. 


Woman’s  Clubs 

Probably  no  member  of  the  farm  home  needs  the  social  life 
and  neighborhood  contact  as  much  as  the  wife  and  mother,  who, 
because  of  the  nature  of  her  work,  is  the  most  shut-in  member 
of  the  family.  “In  the  past  twenty-five  years,  every  bit  of  farm 
work  has  been  revolutionized ; not  a thing  is  done  on  the  modem 
farm  as  it  was  twenty-five  years  ago.  But  what  about  the  farm 
home?  The  home  keeper  is  still  cooking  her  meals  and  washing 
her  dishes  three  times  a day  in  about  the  same  way  that  her 
grandmother  did.  The  house  is  lighted  and  heated  in  much 
the  same  way  as  in  her  grandmother’s  time.  The  time  is  com- 
ing when  the  farm  women  will  be  relieved  from  the  drudgery 
and  isolation  that  is  sending  so  many  of  them  to  the  insane  asy- 
lum.” The  neighborhood  gatherings  in  which  she  takes  a promi- 
nent part  is  one  of  the  quickest  and  surest  ways  of  the  farm  wife 
coming  into  her  own. 

Mr.  O.  J.  Kern,  formerly  superintendent  of  Winnebago 
County,  Illinois,  once  said,  “The  two  greatest  forces  in  the  im- 
provement of  country  life  are  the  country  home  and  the  country 
school,  the  mother  and  the  teacher.”  Prof.  Bailey  in  his  book, 
“The  Country  Life  Movement,”  calls  attention  to  woman’s  work 
and  responsibility  in  the  rural  life  movement  in  these  words: 
“On  the  women  depend  to  a greater  degree  than  we  realize  the 
nature  and  extent  of  the  movement  for  a better  country  life, 
wholly  aside  from  their  personal  influence  as  members  of  fami- 
lies. Farming  is  a co-partnership  business.  It  follows,  then, 
that  if  the  farming  business  is  to  contribute  to  the  redirection  of 
country  life,  the  woman  has  responsibilities  as  well  as  the  man.” 
The  teacher  is  to  be  congratulated  if  she  can  organize  the  busy 


16 


mothers  into  some  sort  of  a society  that  will  contribute  to  their 
happiness  and  culture  or  lighten  their  burdens.  In  one  small 
village  a Nature  Club  and  a Current  Events  Club  flourished  for 
years.  In  another  small  town  the  women  organized  a library 
which  was  supported  by  them  and  in  fourteen  years  they  had  pur- 
chased over  1500  books  and  erected  a fine  library  building. 

An  informal  Book  and  Needle  Club  would  appeal  to  very' 
busy  mothers.  The  members  might  take  turns  reading  aloud 
while  others  sewed.  In  Gillette’s  Constructive  Rural  Sociology 
the  following  topics  are  suggested  for  Woman’s  Club  programs. 
The  numbers  in  parenthesis  refer  to  farmers’  bulletins  on  those 
subjects. 

1 Economizing  time  and  strength  in  the  arrangement  of  the  house 

and  utensils  and  in  organizing  household  work.  (353,  270,  342). 

2 Most  economical  stoves  and  lighting  devices,  their  care,  etc. 

3 Use  of  fireless  cooker,  argument  for  and  against. 

4 Care  of  drains  and  garbage  disposal. 

5 Removal  of  dust,  proper  ventilation,  rugs,  carpet,  sweeping,  dusting, 

etc. 

6 Canning  and  preserving  (175,  203,  359). 

7 Principles  of  nutrition  and  nutritive  value  of  foods  (34,85,  93,  112, 

121,  128,  142,  182,  244,  249,  256,  293,  332,  363,  391). 

8 School  lunches. 

9 Household  decoration. 

10  Best  flowers  to  raise  for  interior  and  outside  purposes. 

11  Use  of  “parlor”  and  kitchen. 

12  How  to  keep  children  at  home  and  interested  in  farm  work. 

13  Food  adulterations  and  sanitation  in  neighboring  states. 

14  School  and  home  sanitation  and  flies. 

15  Neighborhood  beautification  and  housekeeping. 

16  “The  laws  of  Idaho  that  pertain  to  women  and  children.” 

A Parent-Teacher  Association  is  a national  movement  and 
has  for  its  primary  object  the  intelligent  cooperation  of  parent 
and  teacher  in  the  education  of  the  child.  Mother’s  meetings  in 
which  home,  school  and  child  welfare  problems  are  informally 
discussed  might  lead  to  a permanent  organization.  The  following 
topics  are  suggested  for  general  discussion  by  mothers  and  teach- 
ers : 

1 The  sex  hygiene  problem.  When  and  how  is  information  to  be  given? 

Books  that  will  be  helpful. 

2 Suitable  home  tasks  for  children.  The  purpose  of  home  credit  work 

in  schools. 

3 Training  children  in  manners. 

4 Games  for  winter  evening  and  rainy  days. 

5 How  to  deal  with  children  of  the  adolescent  age. 

6 Books  for  different  ages  of  children.  How  children  are  to  get  the 

reading  habit. 

7 Study  of  children’s  diseases — adenoids,  catarrh,  defective  eyesight  and 
hearing. 

8 Home  study.  How  parents  can  help.  Danger  of  too  much  help. 

9 Modern  methods  of  teaching  primary  reading.  Why  phonics  is  taught. 
10  Noon  lunches. 


17 


The  Grange 

Every  rural  district  should  ally  itself  with  some  national 
agricultural  organization  such  as  the  Grange  or  Farmers’  Union. 
The  educational,  social  and  commercial  work  of  the  Grange  in  the 
last  thirty  years  has  made  itself  felt  as  no  other  country  institu- 
tion. “Wherever  it  is  firmly  established,  it  revelutionizes  the  life 
of  a community.  It  stands  for  improved  parcel  post,  woman  suf- 
frage, stringent  forest  reserve  laws,  the  improvement  of  water- 
ways and  federal  aid  for  road  building.”  The  social  life  brings 
about  a neighborly  understanding  and  a co-operative  community 
spirit.  A sample  copy  of  the  National  Grange  Monthly,  publish- 
ed in  Westfield,  Massachusetts,  will  give  information  in  regard  to 
the  organization  of  local  branches.  Organizers  sent  out  by  the 
State  Master  will  be  sent  to  any  district  that  expresses  the  de- 
sire for  an  organization.  A teacher  may  both  directly  and  indi- 
rectly create  a sentiment  for  some  such  movement  and  after  the 
way  has  been  prepared  the  responsibility  of  organizing  and  carry- 
ing on  the  work  may  be  left  to  others. 

Conclusion 

In  all  work  along  the  social  center  lines,  the  more  a teacher 
can  get  others  to  do  the  work  which  she  starts  the  more  success- 
ful the  undertaking  wfill  be.  It  is  the  teacher’s  problem  to 
arouse  interest  in  forming  an  organization  and  in  most  cases  to 
take  the  initiative  in  the  first  steps  of  such  an  organization.  No- 
where is  it  more  true  that  he  who  gives  receives  twice  again  that 
which  he  gives. 

The  need  and  purpose  of  country  social  life  is  well  expressed 
by  Sir  Horace  Plunkett  in  his  book,  The  Rural  Life  Problem 
of  United  States:  “Once  get  the  farmers  and  their  families  all 
working  together  at  something  that  concerns  them  all,  and  we 
have  the  beginning  of  a more  stable  and  a more  sociable  commu- 
nity than  is  likely  to  exist  amid  the  constant  change  and  bustle 
of  the  large  town,  where  indeed  some  thinkers  tell  us  that  not 
only  the  family,  but  also  the  social  life,  is  badly  breaking  down. 
When  people  are  really  interested  in  each  other — and  this  inter- 
est comes  of  habitually  working  together — the  smallest  per- 
sonal traits  or  events  affecting  one  are  of  interest  to  all.  The 
simplest  piece  of  amateur  acting  or  singing,  done  in  the  village 
hall  by  one  of  the  villagers,  will  arouse  more  enthusiasm  among 
his  friends  and  neighbors  than  can  be  excited  by  the  most  con- 
summate performance  of  a professional  in  a great  city,  where  no 
one  in  the  audience  knows  or  cares  for  the  performer.” 


18 


We  want  two  changes  in  the  rural  mind — not  omitting  the 
rural  teacher’s  mind.  First,  the  interest  which  the  physical  en- 
vironment of  the  farmer  provides  to  followers  of  almost  every 
branch  of  science  must  be  communicated  to  the  agricultural  clas- 
ses according  to  their  capacities.  Second,  that  intimacy  with  and 
affection  for  nature,  to  which  Wordsworth  has  given  the  high- 
est expression,  must  in  some  way  be  engendered  in  the  rural 
mind.  In  this  way  alone  will  the  countryman  come  to  realize 
the  beauty  of  the  life  around  him,  as  through  the  teaching  of  sci- 
ence he  will  learn  to  recognize  its  truth.” 

It  seems  to  me  that  making  the  country  school  the  center 
for  development  of  appreciation  of  natural  beauty  is  an  oppor- 
tunity for  getting  “the  farmers  and  their  families  all  working  to- 
gether at  something  that  concerns  them  all.” 


APPENDIX 


Field  Day  and  Play  Picnic  for  Country  Children 

Below  is  a condensed  copy  of  the  program  given  by  3000 
country  children  and  adults  at  the  State  Normal  School,  New 
Paltz,  N.  Y.  Invitations  were  sent  through  the  Country  School 
Athletic  League  of  Ulster  County.  Teachers  were  urged  to  have 
the  children  come  prepared  to  play  at  least  one  game.  School 
trustees,  pastors  of  the  churches  and  masters  of  the  granges  were 
invited  to  help.  Type  written  copies  of  games  and  folk  dances 
specially  adapted  for  use  in  country  schools  were  sent  out  to 
country  school  teachers. 

Among  the  competitive  games,  captain’s  ball,  prisoner’s  base, 
robber  barons  and  relay  races  were  recommended : These  games 
were  to  be  played  by  opposing  teams  of  eight  or  more  each. 
Games  in  which  the  team  element  does  not  enter  were  also  recom- 
mended, such  as  fishes  swim,  hair  in  the  patch,  cat  and  mouse, 
three  deep  last  pair  pass,  duck  on  the  rock,  statues  or  steps,  etc. 
In  addition  to  plays  and  games  there  were  other  athletic  events, 
some  of  which  were  open  only  to  girls.  These  were:  Potato 
race,  short  distance  relay  race,  basket  ball  throwing.  Adults,  not 
connected  with  schools,  took  part  in  other  events,  as  follows: 
Tug  of  war;  12-lb.  shot  put;  obstacle  race;  sack  race.  It  was 
urged  in  the  circular  that  there  be  local  teams  for  these  events. 
Winners  were  awarded  pennants,  which  were  placed  as  trophies 
in  their  respective  schools. 


Program 

THE  ASSEMBLY— 10:30  A.  M. 

Flag  raising,  with  marching,  flag  salute,  and  patriotic  songs. 

Maypole  dances  by  different  schools. 

GROUP  I— 11  A.  M. 

1 (a)  Kindergarten  children : 1.  Honey  pot  and  other  games.  2.  Folk 

dances. 

(b)  12-pound  shot-put;  all  over  115-pound  class. 

2 Captain  ball.  Eighth  grade  girls. 

3 (a)  Running  high  jump;  adults. 

(b)  Running  broad  jump;  115-pound  class. 

4 (a)  50-yard  dash;  80-pound  class.  Trials. 

(b)  60-yard  dash;  95-pourrd  class.  Trials. 


20 


GROUP  11—11:30 

1 (a)  Primary  children:  singing  games. 

(b)  12-pound  shot-put,  adults. 

2 Potato  race  (for  girls  only),  (a)  Girls  under  10; 

(b)  Girls  over  10. 

3 (a)  Running  broad  jump;  80-pound  class. 

(b)  Running  high  jump;  95-pound  class. 

4 (a)  70-yard  dash;  115-pound  class.  Trials. 

(b)  100-yard  dash;  all  over  115-pound  class.  Trials. 

5 Potato-spearing  race  on  horseback.  Open  to  all  riders. 


Intermission  Lunch 


GROUP  III— 1 :30  P.  M. 

1.  (a)  Prisoners’  base.  Two  halves  of  ten  minutes  each  will  be  played. 

2 (a)  Primary  children.  (1)  Here  we  come  gathering  boughs  of  May. 

(2)  Three  deep.  (3)  Miscellaneous  games  by  the  younger  children 
of  visiting  schools. 

3 Baseball  throwing;  girls. 

4 Tug  of  war;  adults. 

5 (a)  50-yard  dash;  80-pound  class.  Finals. 

(b)  60-yard  dash;  95-pound  class.  Finals. 

(c)  220-yard  dash;  all  over  115  pound  class. 

GROUP  IV— 2 P.  M. 

1 (a)  Games  for  little  children:  London  bridge.  2.  The  jolly  miller. 

3.  Fisher  swim. 

2 Flag  relay  races  for  girls  of  seventh  and  eighth  grades  of  all  schools. 

3 Running  broad  jump;  adults. 

4 (a)  70-yard  dash;  115-pound  class.  Finals. 

(b)  100-yard  dash;  all  over  115-pound  class.  Finals. 

GROUP  V.— 2:30  P.  M. 

1 (a)  Prisoners’  base.  Two  halves  of  ten  minutes  each. 

(b)  8-pound  shot  put;  115-pound  class. 

2 (a)  Basket-ball  relay  races.  Fifth  and  sixth  grade  girls. 

(b)  Relay  races  by  teams  from  visiting  schools. 

3 Running  high  jump;  all  over  115-pound  class. 

4 100-yard  dash;  adults. 

GROUP  VI— 3 P.  M. 

1 Miscellaneous  games  open  to  all : Valley  ball,  tether  ball,  badminton, 

playground  ball,  quoits,  ring  toss,  archery. 

2 (a)  360-yard  relay  race;  four  boys  on  a team;  80-pound  class. 

(b)  440-yard  relay  race;  four  boys  on  a team;  95-pound  class. 

(c)  880-yard  relay  race;  four  boys  on  a team;  115-pound  class. 

(d)  880-yard  relay  race;  four  boys  on  a team;  all  over  115-pound  class. 

GROUP  VII— 3 :45  P.  M. 

1 (a)  Bicycle  race;  boys,  (b)  Bicycle  race;  girls. 

2 Obstacle  race. 


21 


Rural  School  Game  Contest 

(As  given  in  the  Plays  and  Games  Number  of  the  Kansas  State 
Normal  School  bulletin,  Emporia,  Kansas). 

PROGRAM. 

1 Team  Race  Against  Time  (fifty  yards). 

Boys  and  girls  (equal  number)  ; any  grade.  Each  team  runs,  one 
at  a time,  from  the  start  to  the  finish  line ; the  total  time  for  the 
team  is  taken.  Two  races  are  run ; if  there  is  a tie  a third  race  is 
run.  Winning  two  out  of  three  counts  five  points. 

2 Snatch  the  Handkerchief. 

Boys  and  girls;  first,  second  and  third  grades.  Sides  even  in 
number.  The  group  first  taking  three  prisoners  wins  the  point. 
Two  out  of  three  trials.  Game  counts  five  points. 

3 Leap-Frog  Race. 

Boys ; fourth,  fifth,  sixth,  seventh  and  eighth  grades.  Two  out  of 
three  trials.  Game  counts  5 points. 

4 Eraser  Relay  Race  for  Boys. 

Equal  number  of  boys  on  each  side;  all  grades.  Three  erasers  to 
be  carried  from  one  hole  to  another,  fifty  feet  apart,  by  each  runner. 
Two  out  of  three  trials.  Game  counts  5 points. 

5 Eraser  Relay  Race  for  Girls. 

Rules  the  same  as  for  boys’  contest. 

6 Hustle  Eraser  Race. 

As  many  as  possible  from  each  side  to  enter;  any  grade.  Head  of 
line  to  be  fifty  feet  from  touching  goal.  Each  one  in  line  to  touch 
each  eraser  as  it  passes.  Game  counts  5 points. 

7 Dodge  Ball  for  Girls. 

Girls ; fourth,  fifth,  sixth,  seventh  and  eights  grades.  Equal  num- 
ber on  each  side.  Ball  to  be  thrown  to  strike  below  the  knee.  The 
side  keeping  the  player  in  the  ring  longest,  or  having  the  largest  num- 
ber of  players  in  the  ring  at  the  end  of  five  minutes,  wins.  Game 
counts  5 points. 

8 Dodge  Ball  for  Boys. 

Rules  same  as  for  girls,  except  ball  is  to  be  thrown  to  hit  any  part 
of  body. 

9 Noncompetitive  Games. 

Boys  and  girls  of  any  grade.  Three  deep.  Whip  tag. 

10  Anyway  Ball  or  German  Ball. 

Boys  and  girls ; fourth ; fifth,  sixth,  seventh  and  eighth  grades. 
Three  innings  to  be  played.  (Each  side  coming  to  bat  three  times). 
Winning  the  game  counts  five  points  in  the  contest. 

ARBOR  DAY  PROGRAM. 

The  following  is  taken  from  suggestive  program  given  in  the  New 
Jersey  Arbor  Day  bulletin  for  1913. 

1 Remarks  by  the  teacher  or  a member  of  the  school  board  on  the  value 
of  teaching  the  useful  and  beautiful  as  well  as  the  classical  and  his- 
torical. 

2 Have  a boy  who  has  made  a bird  box  tell  how  bird  boxes  are  a pro- 
tection to  young  birds,  and  how  he  made  his. 

3 Have  some  of  the  best  tree  planters  tell  how  to  plant  a tree — prepara- 
tion of  soil,  roots,  pruning  and  actual  planting. 

4 Announcement  of  outlines  of  contests  in  school  or  home  gardening, 
corn  growing  or  other  work  the  school  may  be  planning. 

5 Debate,  “Are  crows  more  harmful  than  beneficial  to  man.”  (In 
place  of  crows  may  be  substituted  blackbirds,  or  hawks,  or  English 
sparrows.) 


22 


6 Have  a pupil  describe  how  to  test  seed  corn  by  the  individual  ear 
method. 

7 Have  two  pupils  tell  of  the  two  types  of  insect  moths,  each  telling 
how  to  control  such  insects. 

8 Have  three  pupils  stand  and  each  take  one  part. 

(a)  Use  of  vines  to  beautify  the  grounds  at  school  or  home,  and  name 
some  vines  to  use  in  certain  places. 

(b)  Use  of  trees  in  same  way. 

(c)  Use  of  shrubs  in  same  way. 


Outline  of  Constitution  and  By-Laws  for  a Small  Club 

(From  Neighborhood  Entertainments  by  Renie  B.  Stern.) 


Article 

Article 

Article 

Article 

Article 

Article 


Article 

Article 

Article 

Article 


Article 

Article 

Article 

Article 


I.  Name. 

II.  Object. 

III.  a.  Officers : Election  and  duties. 

b.  Executive  Board:  Composition  and  duties. 

IV.  Method  of  election  to  membership. 

V.  Annual  meeting  date. 

VI.  Method  of  amendment  of  constitution. 

BY-LAWS. 

I.  Date  of  regular  meetings. 

II.  Special  meetings. 

III.  Committees:  Appointment  and  duties. 

IV.  a.  Annual  dues;  b.  Date  by  which  dues  must  be  paid; 

c.  Forfeiture  of  membership  for  non-payment  of  dues; 

d.  Resignations. 

V.  Guests. 

VI.  Quorum. 

VII.  Method  of  Amendment  of  By-Laws. 

VIII.  Roberts’  Rules  of  Order  shall  govern  the  meetings  of  the 

Club,  where  not  inconsistent  with  its  laws. 


RURAL  SCHOOL  MAY  FESTIVAL. 

(Briggsville,  Mass.  See  School  Arts  Book,  April,  1912). 

GIVEN  IN  COSTUME. 

1 Procession — Queen  accompanied  by  attendants,  crown-bearer,  guards 

and  pages. 

2 Crowning  the  Queen,  school  singing  “We  Crown  Thee,”  at  the  foot  of 

the  throne. 

3 Flower  Parade — Prizes  offered  for  two  most  artistically  decorated 

vehicles  (carts,  doll  carriages,  bicycles,  etc). 


4 Winding  the  May  Pole  Primary  Children 

5 Hopp  Mor  Annika — Swedish  Upper  grades 

6 The  Chimes  of  Dunkirk — Scotch  Primary  children 

7 Reap  the  Flax — Swedish  folk  dance  Older  girls 

8 Blecking — Swedish  folk  dance  Primary  children 

9 Oxdansen — Swedish  folk  dance Older  boys 

10  Varsouvienne — Polish  folk  dance  Upper  grade  girls 

11  I See  You— Singing  game Little  children 

12  Scotch  Reel  Upper  grade  girls 

13  Shoemaker’s  Dance — Danish  folk  dance Upper  grades 

14  Carrousel — Swedish  folk  dance  Primary  children 

15  Highland  Fling — Scotch  folk-dance Upper  grades 

16  Winding  the  May  Pole  Upper  grades 


23 


VICTOR  RECORDS  (November,  1913). 

Victor  Talking  Machine  Co.,  (Records  in  list  are  75  cents  each). 
(Send  for  catalog  “The  Victor  on  the  Playgrounds). 

FOLK  DANCES. 

Ace  of  Diamonds  (Danish)  and  Tarantella  (Italian). 

Blecking  (Swedish)  and  Fjallnaspoleka  (Mountain  Polka-Swedish). 
Carrousel  (Merry-Go-Round — Swedish)  and  Morris  Dance  (English) 
Country  Dance — Pop  Goes  the  Weasel  and  Norwegian  Mountain 
March. 

Csardas  (Hungarian)  and  Oxdansen  (Swedish). 

Dance  of  Greeting  (Danish)  and  I See  You  (Swedish  Singing  Game) 
Gustafs  Skal  (Swedish)  and  Kulldamen  (Swedish). 

Highland  Fling  (Scotch)  and  Kamarinskaia  (Russian). 

Irish  Lilt  and  (2)  Highland  Schottische  and  Hopp,  Moc  Annika  (Swe- 
dish.) 

Kinderpolka  (German)  and  (2)  Chimes  of  Dunkirk  and  Migarepolska 
(Swedish). 

Klappdans  (Swedish)  and  Shoemaker’s  Dance  (Danish). 

May  Pole  Dance — Bluff  King  Hal  (English)  and  Minuet — Don  Juan 
by  Mozart  (English). 

Reap  the  Flax  (Swedish)  and  St.  Patrick’s  Day  (Irish  Jig). 

Ribbon  Dance  and  The  Four  Dance  (Danish). 

MARCHES  FOR  SCHOOL  USE  ($1.25  each). 

Battleship  Connecticut  March  and  Under  the  Double  Eagle. 

High  School  Cadets  March  and  Semper  Fidelis  March. 

King  Cotton  March  and  Officers  of  the  Day. 

Washington  Post  March  and  Lights  Out  March. 

Soldiers’  Chorus  (from  Faust)  and  Onward  Christian  Soldiers. 

Our  Director  March  and  Royal  Trumpeters  March. 

(See  Victor  Catalog  for  list  of  records  of  school  songs). 

Christmas  Hymns,  Carols  and  Songs 

Most  of  the  hymns  and  several  of  the  carols  and  songs  are 
in  the  Abridged  Academy  Song  Book,  published  by  Ginn  & Co. 
Price  75  cents.  “Christmas  Carols  and  Traditional  Melodies  Ar- 
ranged for  Sunday  School,  Choir,  and  General  Use,”  Sets  I and 
II  contain  many  old  favorites.  These  are  published  by  G.  Schir- 
mer,  New  York.  See  Popular  Educator,  December  1913,  for  sug- 
gestion for  “Illustrated  Christmas  Carols  and  Hymns.” 


Hark  the  Herald  Angels  Sing  (Mendelssohn) 

Joy  to  the  World  (Chesterfield). 

Angels  from  the  Realm  of  Glory  (Regent  Square) 

Come  Hither,  Ye  Faithful  (Adeste  Fideles). 

Sleep,  My  Savior,  Sleep. 

Holy  Night,  Peaceful  Night. 

As  with  Gladness  Men  of  Old. 

We  Three  Kings  of  Orient  Are. 

Sing,  O Sing  This  Blessed  Morn  (Roper). 

O Little  Town  of  Bethlehem  (Words  by  Phillips  Brooks). 


24 


It  Came  Upon  the  Midnight  Clear  (Willis). 

Once  in  Royal  David’s  City  (Gauntlett). 

Watchman,  Tell  Us  of  the  Night. 

While  Shepherds  Watched  Their  Flocks  by  Night. 

Good  King  Wenceslas. 

As  Joseph  Was  A-Walking. 

The  following  are  from  “Songs  of  the  Child  World” — Riley  and  Gay- 
moe.  Suitable  for  lower  grades. 

Book  I. 

A Letter  to  Santa  Claus. 

Merry  Christmas. 

The  Legend  of  the  Christmas  Tree. 

Christmas  Carol. 

Book  II. 

Christmas  Carol. 

Christmas  Joys. 

Christmas  Secrets. 

Christmas  Secrets. 

CHRISTMAS  PLAYS,  CANTATAS,  ENTERTAINMENTS,  ETC* 
Holiday  Dialogues  from  Dickens — Walter  H.  Baker  & Co.,  Boston. 

Contains  three  short  plays — “Christmas  Carol,”  Price  15  cents. 
“Cricket  on  the  Hearth”  and  “The  Battle  of  Life.” 

A Surprised  Grumbler — Christmas  cantata  for  intermediate  grades. 

The  Garden  of  the  Christmas  Fairy — Ladies’  Home  Journal,  December 
1912 — A cantata  for  ten  children  and  chorus. 

Christmas  Gifts  of  all  Nations — Ladies’  Home  Journal,  December,  1912. — 
Fifteen  or  more  necessary  for  this  play.  Ambitious  but  short. 
What  Kind  of  a Christmas  Party  Can  I Give? — Ladies’  Home  Journal, 
December,  1912. — Pantomime  and  games. 

The  Christ  Child  in  Picture  and  Song — Ladies’  Home  Journal,  December, 

1912.  — Suggestions  for  entertainment  by  use  of  stereopticon  to  show 
religious  pictures. 

The  Greatest  Gift — Ladies’  Home  Journal,  December,  1913. — Ambitious 
play  for  many  performers. 

Ten  Christmas  Parties — Ladies’  Home  Journal,  December,  1913 — Sugges- 
tions for  entertaining. 

Christmas  in  the  Sunday  School — Ladies’  Home  Journal,  December,  1913. — 
Program  and  suggestions  for  entertaining. 

Christmas  in  other  lands— Plan  Book  by  Marion  George,  published  by  A. 

Flanagan  Co.,  Chicago  Popular  Educator,  December,  1913. 

In  the  Great  Walled  Country— Popular  Educator,  December,  1913 — ^ 
Suggestions  for  dramatization. 

The  Discontented  Pine  Tree — Popular  Educator,  December,  1913. — Simple 
dramatization  for  little  children. 

Illustrated  Christmas  Carols  and  Hymns — Popular  Educator,  December, 

1913.  — Songs  and  hymns  illustrated  by  tableaux. 

PLAYS  FOR  COLUMBUS  DAY. 

Story  of  Columbus  Dramatized — The  School  Century  Magazine,  Septem- 
ber, 1913. — For  middle  and  upper  grades. 

The  Indians  and  Columbus — Primary  Education,  October,  1913. — History 
dramatized  by  primary  children. — Good  ideas  for  costuming. 

The  Landing  of  Columbus. — Primary  Education,  October,  1913. — Play 
for  third  grade. 


25 


HALLOWE’EN  ENTERTAINMENTS. 

What  Kind  of  a Party  Can  I Give?  Ladies’  Home  Journal,  October,  1912 — 
Suggestions  for  an  informal  gathering. 

The  Hallowe’en  Party  Table. — Ladies’  Home  Journal,  October,  1912. — 
Suggestions  for  decorating. 

Brownie  Night. — Ladies’  Home  Journal,  October,  1913. — Hallowe’en  enter- 
tainment for  rural  schools. 

The  Hallowe’en  Party — Ladies’  Home  Journal,  October,  1913.  Ideas  for 
an  informal  party. 

THANKSGIVING. 

A Thanksgiving  Festival — Ladies’  Home  Journal,  November,  1913. — For 
upper  grades  and  older  people. — Illustrations  good. 

Hiawatha. — Dramatization  by  Houghton,  Mifflin  Co.,  Price  15  cents. — 
For  upper  grades. 

Indian  legends  in  “Wigwam  Stories  and  “Indian  Myths.” 

Thanksgiving  Entertainment  in  Picture  and  Story. — Ladies’  Home  Jour- 
nal, October,  1912.  See  The  Minister’s  Social  Helper,  p.  40. 

Hiawatha — Ladies’  Home  Journal,  March,  1913. — Dramatization  (for 
rural  schools. — Illustrated. 

Rose  of  Old  Plymouth — Play  for  upper  grades — mostly  boys — Dramatic 
Publishing  Company,  Chicago. 

PICNICS,  FESTIVALS,  OUT-OF-DOOR  ENTERTAINMENTS,  ETC. 

A Play  Pageant — Primary  Education,  June,  1913.  For  young  children. 

Health  and  Play — Primary  Plans,  1913.  Indian  games  and  dances. 

Closing  Day  in  the  Rural  School — Ladies’  Home  Journal,  June,  1913. 
Suggestions  for  exhibit  and  picnic. 

Rural  School  May  Festival — School  Arts  Book,  April,  3912.  Folk  dances 
without  a musical  instrument. 

To  Give  a Pageant  in  a Small  Town — Ladies’  Home  Journal,  February, 
1913. 

Mother  Goose’s  “Moving-Picture”  Show — Ladies’  Home  Journal,  July, 
1913. 

When  the  Children  Romp — Ladies’  Home  Journal,  July,  1913.  Social 
Games  for  children. 

Our  Play  Day — Primary  Education,  June,  1913.  Outdoor  celebration  for 
little  children. 

PATRIOTIC  DRILLS,  PLAYS,  ETC. 

Yankee  Doodle  March — Primary  Education,  June,  1913. 

Our  First  Flag — Primary  Education,  February,  1913.  A short  play  for 
three  little  children. 

Fancy  Marches  in  the  class-room — Primary  Education,  February.  1913. 

Nathan  Hale — A play  for  upper  grades.  March  Bros.,  Lebanon,  Ohio. 

Man  Without  a Country — A play  for  middle  and  upper  grades — March 
Bros.,  Lebanon,  Ohio. 

AMATEUR  THEATRICALS. 

Publishers  of  Plays  for  Amateurs : Walter  H.  Baker  & Co.,  Boston ; Sam- 
uel French,  New  York;  March  Bros.,  Lebanon,  Ohio;  Dramatic 
Publishing  Co.,  Chicago;  Dick  & Fitzgerald,  New  York;  Edgar  L. 
Werner  & Co.,  New  York. 

A FEW  GOOD  PLAYS  FOR  CHILDREN. 

Book  of  Plays  for  Little  Actors,  American  Book  Co.,  30  cents. 

Little  Men,  Harper  Bros.,  New  York,  50  cents. 


26 


Little  Women,  Harper  Bros.,  New  York,  50  cents. 

Hiawatha,  Houghton  Mifflin  & Co.,  15  cents. 

Holiday  Dialogues  from  Dickens — The  Christmas  Carol,  Cricket  on  the 
Hearth,  and  the  Battle  of  Life.  Walter  H.  Baker  & Co.,  Boston. 
Nathan  Hale,  March  Bros.,  Lebanon,  Ohio. 

Man  Without  a Country,  March  Bros.,  Lebanon,  Ohio. 

(See  list  of  plays  under  title,  “The  Best  Plays  for  Amateur  Actors,” 
Ladies’  Home  Journal,  October,  1912). 

BULLETINS  AND  PAMPHLETS  ON  PLAY  GROUNDS  ANt> 
RURAL  RECREATION. 

Plays  and  Games — Bulletin  by  Wisconsin  Department  of  Education,  Madi- 
son, Wisconsin. 

Plays  and  Games — Bulletin  by  State  Normal  School,  Emporia,  Kansas. 
Athletic  Handbook  for  the  Philippine  Public  Schools  Bureau  of  Education. 
Social  Plays,  Games,  Marches,  Old  Folk  Dances  and  Rhythmic  Move- 
ments.— Government  Printing  Office,  Washington,  D.  C.  Price  10 
cents.  (Remittance  can  be  made  by  postal  or  express  money  order, 
Stamps  will  not  be  accepted.) 

What  to  do  at  Recess — Johnson-Ginn  & Co.,  Chicago.  Price  25  cents. 
Spalding’s  Athletic  Library — American  Sports  Publishing  Co.,  New  York. 
Each  of  the  following  titles  is  paper  bound  and  lists  at  ten  cents. 
A complete  list  o,f  titles  in  the  series  can  be  secured  from  the  pub- 
lishers. 

No.  1.  Spalding’s  Official  Base  Ball  Guide. 

No.  202.  How  to  Play  Base  Ball. 

No.  157.  How  to  Play  Lawn  Tennis. 

No.  193.  How  to  Play  Basket  Ball. 

No.  246.  Athletic  Training  for  School  Boys. 

No.  313.  Official  Handbook  of  Public  School  Athletic  League. 

No.  314.  Official  Handbook  of  Girls’  Branch  of  Public  School  Athletic 
League. 

No.  331.  School  yard  Athletics. 

Field  Day  and  Play  Picnic  for  Country  Children — Charities  Publication. 
Committee,  New  York,  Paper,  10  cents. 

The  following  list  of  pamphlets  are  published  by  the  Play- 
ground Association  of  New  York,  11  Madison  Ave.  The  prices 
are  usually  5,  10  or  15  cents. 

Some  Inexpensive  Playground  Apparatus.  Price  15  cents. 

Course  in  Play  for  Grade  Teachers.  Price  15  cents. 

Report  of  the  Committee  on  Athletics  for  Boys.  Price  5 cents. 

Report  of  the  Committee  on  Athletics  for  Girls.  Price  5 cents. 

Report  of  the  Committee  on  Folk  Dancing.  Price  5 cents. 

American  Field  Day — A Field  Day  of  the  People,  by  the  people,  and 
for  the  people. 

Athletics  for  Country  Districts — Athletic  work  of  the  Y.  M#.  C.  A.  in. 
Vermont. 

Conference  of  Rural  Community  Leaders. 

Country  Pastor  and  Community  Recreation — Opportunities  and 
achievements  of  country  pastors. 

A Country  Play  Picnic. 

County  School  Fairs. 

Discussion  of  the  Recreational  Resources  of  Rural  Communities. 

Farm  Demonstration  Work  and  Country  School  Fairs  in  Virginia. 
Hesperia  Movement — Meeting  for  recreation  and  improvement. 


27 


Higher  Standards  of  Citizenship  Made  Possible  by  Rural  Recreation- 
Centers. 

Organizer  of  Rural  Recreation. 

Play  and  Recreation  in  Our  Country  Life. 

Recreation  Activities  of  the  Country  Y.  M.  C.  A. 

Recreation  of  the  Farmer’s  Wife. 

Recreation  of  the  Farm  Woman. 

Recreational  Resources  in  a Rural  Community. 

A Rural  Community  Center. 

The  Rural  Pageant. 

Rural  Recreation  Through  the  Grange. 

Rural  World  at  Play. 

Solving  the  Rural  Recreation  Problem. 

Camp  Fire  Girls — Gulick. 

Extract  from  a Letter  from  a Boy  Scout — The  “hike”  from  the  boy’s 
point  of  view. 

Problems  in  Dramatic  Play — Mrs.  Howard  Brancher. 

Folk  Dancing  as  a Means  of  Family  Recreation  in  the  Home. 

BOOKS  ON  GAMES,  FOLK  DANCING,  ATHLETICS,  ETC. 

Boy  Scouts  of  America — Seton  and  Baden-Powell, 

Published  by  Doubleday,  Page  & Co.,  New  York,  25  cents. 
Education  by  Plays  and  Games — Johnson. 

Published  by  Ginn  Co.,  90  cents. 

Children’s  Singing  Games — Old  and  new — Hafer. 

A.  Flanagan  Co.,  Chicago.  Paper  50  cents. 

Games  for  the  Playground,  Home,  School  and  Gymnasium. 

Bancroft-Macmillan  Co.,  $1.65. 

The  Folk  Dance  Book — Crampton. 

The  A.  S.  Barnes  Co.,  New  York,  $1.25. 

May-Pole  Possibilities — Lincoln. 

American  Gymnatia  Co.,  Boston,  Mass. 

The  Festival  Book — Lincoln. 

(It  can  be  procured  from  A.  C.  McClurg,  Chicago  or  any  other 
large  publishing  house.) 

The  Book  of  Camp  Fire  Girls,  published  by  George  H.  Doran  Company,. 
New  York.  Paper  25  cents. 


Bulletins  of  the  Bureau  of  Education 

The  following  list  of  bulletins  are  helpful  to  rural  teachers. 
Those  that  are  starred  are  especially  recommended.  If  costs, 
are  not  given,  they  will  be  sent  free  of  charge  upon  application 
to  the  Commissioner  of  Education,  Washington,  D.  C.  Others 
may  be  had  of  the  Superintendent  of  Documents,  Washington, 
D.  C.,  upon  payment  of  the  price  stated. 

Course  of  Study  for  Rural  School  Teachers,  5 cents. 

♦Peace  Day — Fannie  Fern  Andrews,  5 cents. 

The  Montessor’s  System  of  Education — Smith,  5 cents. 

♦Teaching  Language  through  Agriculture  and  Domestic  Science — 
Leiper,  5 cents. 

Cultivating  School  Grounds  in  Wake  County,  N.  C. 

Training  Courses  for  Rural  Teachers — Monahan. 

The  Status  of  Rural  Education — Monahan. 


28 


♦The  Promotion  of  Peace — Fannie  Fern  Andrews. 

♦Good  Roads  Arbor  Day — Lipe,  10  cents. 

The  Reorganized  School  Playground — Curtis. 

♦♦An  Experimental  Rural  School  at  Winthrop  College. 

♦♦Agriculture  and  Rural  Life  Day. 

BULLETINS  OF  THE  BUREAU  OF  INDIAN  AFFAIRS. 
These  may  be  had  of  the  Superintendent  of  Documents,  Washington, 
D.  C.,  upon  payment  of  the  price  stated. 

Some  Things  that  Girls  Should  Know  How  to  Do.  5 cents. 

♦Synopsis  of  a Course  in  Sewing.  10  cents. 

♦Farm  and  Home  Merchanics.  15  cents. 

♦Social  Games,  Play,  Marches,  Old  Folk  Dances,  etc.  10  cents. 
Outline  Course  in  Housekeeping.  5 cents. 

Literature  for  Parent  Teacher  Association 

Literature  that  will  be  helpful  in  its  suggestions  for  organiz- 
ing a Parent  Teacher  Association  or  Mothers’  Club  may  be  ob- 
tained from  the  following  sources : 

National  Congress  of  Mothers,  806  Loan  and  Trust  Building,  Wash- 
ington, D.  C. 

The  Home  and  School  League,  112  South  Thirteenth  St.,  Philadelphia, 
Pa. 

The  Home  and  School  Association,  405  Marlborough  St.,  Boston,  Mass. 
Two  Bulletins  that  are  especially  recommended  are : 

“How  to  Organize  Parent-Teacher  Associations,”  published  by 
the  National  Congress  of  Mothers.  Price  2-cent  stamp. 

“How  to  Conduct  Mothers’  Clubs,”  published  by  American  Mother- 
hood, Coopertown,  N.  Y.  Price  8 cents. 

(“The  Child  Welfare  Magazine,”  the  organ  of  the  National  Con- 
gress of  Mothers,  is  published  monthly  by  J.  B.  Lippincott 
Co.,  227  South  Sixth  St.,  Philadelphia.  Price  $1.00  per  year) 

LITERATURE  DEALING  WITH  INTERNATIONAL  PEACEu 
Peace  Day — Fannie  Feme  Andrews,  5 cents. 

Superintendent  of  Documents,  Washington,  D.  C. 

The  Promotion  of  Peace — Fannie  Feme  Andrews. 

Commissioner  of  Education,  Washington,  D.  C. 

Bethink  Yourselves!  Leo  Tolstoi,  10  cents. 

International  School  of  Peace,  29a  Beacon  St.,  Boston,  Mass. 

A League  of  Peace — Andrew  Carnegie,  10  cents. 

Same  as  above. 

The  Historic  Development  of  the  Peace  Idea — Trueblood. 

American  Peace  Society,  31  Beacon  St.,  Boston.  5 cents. 

A Primer  of  the  Peace  Movement — Lucia  Ames  Mead. 

American  Peace  Society. 

Lay  Down  Your  Arms — Baroness  von  Luttnes,  65  cents. 

American  Peace  Society. 

A Congress  of  Nations — Elihu  Burritt,  5 cents. 

American  Peace  Society. 

Teaching  Peace  in  the  Public  Schools,  State  Normal  School,  Cheney,  Wn. 

LITERATURE  ON  RURAL  SOCIAL  CENTER  WORK. 
Neighborhood  Entertainments — Renie  B.  Stern. 

Sturgis  & Walton  Co.,  New  York,  75  cents. 

Good  suggestions  for  special  day  celebrations,  games  and  other 
forms  of  entertainment  for  informal  gatherings. 


29 


The  following  may  be  procured  from  the  University  Extension  Di- 
visions, University  of  Wisconsin,  Madison,  Wisconsin: 

The  Rural  Awakening.  Price  5 cents. 

The  Social  Center  and  the  Farmer’s  Home.  Price  5 cents. 

Social  Center  Work  in  the  Southwest.  Price  5 cents. 

(See  list  of  bulletins  and  pamphlets  on  Playground  and  Rural  Rec- 
reation). 

Organizing  Country  Clubs,  Illinois  State  Normal  University,  Normal, 
Illinois. 


Aids  to  Debaters 

The  bulletins  listed  below  are  published  by  the  Extension 
Division  of  the  University  of  Wisconsin.  Copies  will  be  mailed 
upon  receipt  of  list  price. 

Principles  of  Effective  Debating,  15  cents. 

Debating  Societies,  organization  and  procedure,  10  cents. 

How  to  Judge  a Debate.  10  cents. 

School  Literary  Societies.  10  cents. 

Farmers’  Clubs,  organization  and  programs.  5 cents. 

Consolidation  of  Rural  Schools,  Free  Text  Books.  5 cents. 

Restriction  of  Immigration,  with  references.  5 cents. 

Simplified  Spelling,  with  references.  5 cents. 

MISCELLANEOUS  LIST  OF  BULLETINS  FOR  COUNTRY 
TEACHERS. 

Domestic  Science  in  Rural  Schools,  Lewiston  Normal  School. 

Rural  School  Lunches,  University  of  Idaho. 

Good  Lunches  for  Rural  Schools  without  a Kitchen,  by  Ellen  Richards. 

Whitcomb  & Barrows,  Boston,  Mass.  10  cents. 

Lunches  in  the  Country  and  Graded  Schools,  State  Normal  School,  Ma- 
comb, Illinois. 

Hot  Lunches  in  Country  Schools,  State  Normal  School,  Cheney,  Wash- 
ington. 

Morning  Exercises  in  Country  Schools,  State  Normal  School,  Macomb, 
Illinois. 

School  and  Home  Garden,  State  Normal  School,  Cheney,  Washington. 
Spring  Bulbs,  State  Normal  School,  Cheney,  Washington. 

Home  Nature  Study  Leaflets,  Cornell  University,  Ithaca,  N.  Y. 

Rural  School  Leaflets,  Cornell  University,  Ithaca,  N.  Y. 

Farmers’  Reading  Course  Leaflets,  Cornell  University,  Ithaca,  N.  Y. 
Country  Teachers’  Association  of  Illinois,  State  Normal  School,  Macomb, 
Illinois 

Industrial  and  Social  Work  in  the  Elementary  School. 

(9  Series  of  four  bulletins)  State  Normal  School,  Macomb,  Illinois. 
Possibilities  of  the  Country  Home,  University  of  Illinois,  Urbana,  Illin- 
ois. 

Centralizated  Schools  in  Ohio.  University  of  Ohio,  Columbus. 
Consolidation  of  Country  Schools,  University  of  Illinois,  Urbana. 

SCHOOL  BUILDINGS,  VENTILATING  SYSTEM,  ETC. 

The  Cornell  Rural  School  House — Descriptive  Circular  with  plans,  cost, 
etc.  Cornell  University,  Ithaca,  N.  Y. 

Model  Rural  School  of  the  Missouri  State  Normal  School  at  Kirksville, 
Missouri.  Bulletin  containing  diagrams  and  photographs  published 
by  the  Normal  School. 


30 


The  One-room  and  Village  Schools  of  Illinois.  Contains  plans  and  cost 
of  a model  rural  school  building.  A bulletin  issued  by  the  State 
Department  of  Education,  Springfield,  111. 

Heating  and  Ventilation  of  Small  School  houses.  A bulletin  issued  by 
the  State  Department  of  Education,  Springfield,  111. 

(Cardboard  model  rural  \ school  houses  will  be  sent  to  superintend- 
ents, trustees  and  teachers  on  application  to  the  Department  of  Education, 
Washington,  D.  C.) 

BOOKS  ON  COUNTRY  LIFE  FOR  RURAL  TEACHERS.  ' 
Country  Life  and  the  Country  School,  by  Miss  Mabel  Carney.  Row, 
Peterson  & Co.,  Chicago.  $1.25. 

One  of  the  best  books  of  its  kind.  Every  country  teacher  should 
own  this  book. 

The  Corn  Lady,  by  Jessie  Field.  A.  Flanagan  Cp.,  Chicago.  50  cents. 
The  letters  of  a country  teacher  to  her  father,  showing  how  she 
adapted  all  work  to  fit  country  conditions.  Full  of  inspiration. 
Very  concrete. 

The  Country  Life  Movement,  by  L.  H.  Bailey,  Macmillan  Co.,  New  York. 
$1.25.  The  author  is  considered  one  of  the  leading  authorities  on 
the  rural  life  movement. 

Chapters  in  Rural  Progress,  by  K.  L.  Butterfield.  The  University  of 
Chicago  Press.  $1.00.  A statement  of  conditions  and  of  farm 
life  and  progress  of  the  rural  life  movement. 

Jean  Mitchell’s  School,  by  Angelina  Weay.  Public  School  Publishing  Co., 
Bloomington,  Illinois.  $1.00.  A helpful  book  for  young  teachers. 
The  American  Rural  School,  by  Harold  W.  Foght. 

Macmillan  Co.,  New  York.  $1.25.  Chiefly  on  Rural  School  admin- 
istration. 

Among  Country  Schools,  by  O.  J.  Kern,  Ginn  & Co.,  Chicago.  $1.25.  Pro- 
fusely illustrated  book  on  country  school  problems. 

Adventures  in  Contentment,  by  David  Grayson. 

Doubleday,  Page  & Co.,  Garden  City,  Long  Island,  N.  Y.  $1.20. 
Whitcomb  & Barrows,  Boston,  Mass.  50  cents. 

One  Woman’s  Work  for  Farm  Women,  by  Jennie  Buell. 

An  account  of  the  work  of  a Rural  Worker. 

MISCELLANEOUS  BOOKS  FOR  FARMERS  AND  RURAL 
WORKERS. 

Roads,  Paths  and  Bridges,  by  Logan  Waller  Page, 

Sturgis  & Walton  Co.,  New  York.  75  cents. 

The  Country  Church  and  the  Rural  Problem,  by  K.  L.  Butterfield. 

University  of  Chicago  Press.  $1.00. 

The  Church  of  the  Open  Country,  by  Warren  H.  Wilson. 

Missionary  Education  Movement  of  the  United  States  and  Canada. 
50  cents. 

The  Rural  Life  Problems  in  the  United  States,  by  Sir  Horace  Plunkett. 

Macmillan  Co.,  New  York.  $1.25. 

The  Farmer  and  the  State,  by  L.  H.  Bailey. 

Macmillan  Co.,  New  York.  $1.25. 

The  Training  of  Farmers,  by  L.  H.  Bailey. 

The  Century  Co.,  New  York.  $1.00. 

Cooperation  Among  Farmers,  by  John  Lee  Coulter. 

Sturgis  & Walton,  New  York.  75  cents. 

The  Healthful  Farmhouses,  by  Mrs.  Helen  Dodd. 

Whitcomb  & Barrows,  Boston.  60  cents. 


31 


Teachers  Bulletins 


The  following  bulletins,  issued  by  the  United  States  De- 
partment of  Agriculture,  will  be  sent  free  on  request.  Send  for 
Circular  94,  “Free  Publications  of  the  Department  of  Agricult- 
ure, Classified  for  the  Use  of  Teachers.”  Under  the  Department 
of  Agriculture,  there  are  eleven  scientific  bureaus : public  roads, 
forest  service,  plant  industry,  animal  husbandry,  weather,  soils, 
chemistry,  statistics,  biological  isurvey  and;  experiment 
stations.  Each  of  these  bureaus  issues  a list  of  its  publication, 
both  free  and  play.  Every  rural  school  library  should  have  the 
bulletins  as  are  found  useful  in  the  work  of  the  school  and  homes. 


CORN. 


Bulletin  No.  199. 

229. 

253. 

272. 

298. 

303. 

313. 

409. 


Corn  growing. 

The  production  of  good  seed  corn. 

Germination  of  seed  corn. 

A successful  seed  corn  and  hog  farm. 

Food  value  of  corn  and  corn  products. 

Corn  harvesting  machinery. 

Harvesting  and  storing  corn. 

School  Lessons  on  corn.  (Especially  recommended). 


Bulletin  No. 


DAIRYING  AND  THE  DAIRY  HERD. 
32.  Silos  and  silage. 

42.  Facts  about  milk. 

55.  The  dairy  herd. 

63.  Care  of  milk  on  the  farm. 

106.  Breeds  of  dairy  cattle. 

166.  Cheese  making  on  the  farm. 

241.  Butter  making  on  the  farm. 

348.  Bacteria  in  milk. 


Bulletin  No.  55. 

96. 

106. 

156. 

170. 

179. 

205. 


Bulletin  No.  23. 

29. 

34. 

62. 

74. 

85. 

93. 

112. 

121. 

125. 


FARM  ANIMALS. 

The  dairy  herd. 

Raising  sheep  for  mutton. 

Breeds  of  dairy  .cattle. 

Scab  in  sheep. 

Principles  of  horse  feeding. 

Horseshoeing. 

Pig  management. 

FOOD  IN  THE  HOME. 

Canned  fruit,  reserves  and  jellies. 

Souring  and  other  changes  in  milk. 

Meats,  composition  and  cooking. 

Marketing  farm  produce. 

Milk  as  food. 

Fish  as  food. 

Sugar  as  food. 

Bread  and  bread  making. 

Beans,  peas  and  other  legumes  as  food. 

Protection  of  food  products  from  injurious  tempera- 
tures. 


32 


128. 

142. 

175. 

182. 

200. 

203. 

220. 

256. 

289. 

249. 

291. 

295. 

298. 

299. 
332. 
359. 
363. 
375. 
389. 


Bulletin  No.  468. 


Bulletin  No.  44. 

126. 

270. 

317. 

345. 

459. 


Eggs  and  their  uses  as  foods. 

Principles  of  nutrition  and  nutritive  value  of  foods. 
Home  manufacture  and  use  of  unfermented  grape  juice. 
Poultry  as  food. 

Cereal  foods  and  their  preparation. 

Canned  fruits. 

Tomatoes. 

Preparation  of  vegetables  for  the  table. 

Beans. 

Cereal  breakfast  foods. 

Economical  use  of  meats. 

Potatoes  and  other  root  crops  as  food. 

Food  value  of  corn  and  corn  products. 

Use  of  fruit  as  food. 

Nuts  and  their  uses  as  food. 

Canning  vegetables  in  the  home. 

Uses  of  milk  as  food. 

Care  of  food  in  the  home. 

Bread  and  bread  making. 

FORESTRY. 

Forestry  in  nature  study. 

A primer  of  forestry — Parts  I and  II. 

GENERAL. 

Fertilizers. 

Practical  suggestions  for  farm  buildings. 

Modern  conveniences  for  the  farm  home. 

The  farm  home. 

Some  common  disinfectants. 

House  flies. 


Bulletin  No.  41. 

51. 

64. 

141. 

200. 

287. 


Bulletin  No.  87. 

113. 

154. 

181. 

198. 

213. 

283. 


Circular  No.  16. 

67. 

73. 

84. 

87. 

92. 

98. 


POULTRY. 

Fowls,  care  and  feeding. 

Standard  varieties  of  chickens. 

Ducks  and  geese. 

Poultry  raising  on  the  farm. 

Turkeys,  varieties  and  management. 
Poultry  management. 

HORTICULTURE. 

Orchards,  cover  crops  and  cultivation. 
The  apple  and  how  to  grow  it. 

The  home  fruit  garden. 

Pruning. 

Strawberries. 

Raspberries. 

Spraying  for  apple  diseases. 

INSECTS  ON  THE  FARM. 

The  larger  corn  stolk  borer. 

The  clover  root  borer. 

The  plum  curculio. 

The  grasshopper  problem. 

The  Colorado  beetle  (potato  bug.) 
Mites  and  lice  on  poultry. 

The  apple  tree  tent  caterpillar. 


33 


Bulletin  No.  99. 

132. 

196. 

275. 

284. 


Bulletin  No.  35. 
56  and  316. 
91. 

251  and  320. 


Bulletin  No.  48. 

311. 

321. 

338. 

505. 


Bulletin  No.  94. 

154. 

218. 

255. 


Three  insect  enemies  of  shade  trees. 

Insect  enemies  of  growing  wheat. 

The  usefulness  of  the  American  toad. 

The  gypsy  moth. 

Insect  enemies  of  the  grape. 

POTATOES. 

Potato  culture. 

Potato  scab. 

Potato  diseases. 

Potato  spraying. 

PUBLIC  ROADS. 

Repair  and  maintenance  of  highways. 
Sand-clay  and  burnt-clay  roads. 

The  use  of  the  split-log  drag  on  earth  roads. 
Macadam  roads. 

Benefits  of  improved  roads. 

SCHOOL  AND  HOME  GARDEN. 

The  vegetable  garden. 

The  home  fruit  garden. 

School  gardens. 

The  home  vegetable  garden. 


WEEDS. 

Bulletin  No.  28.  Weeds  and  how  to  kill  them. 

86.  Thirty  poisonous  plants. 

LIST  OF  FIRMS  HANDLING  INEXPENSIVE  REPRODUCTIONS 
OF  FAMOUS  PICTURES,  CASTS,  ETC. 

Perry  Picture  Co.,  Malden,  Mass.  Reproductions  of  famous  pitcures, 
persons  and  places.  Price,  1 cent  each,  in  lots  of  25  and  over; 
120  for  $1.00.  Large  size  pictures  for  framing  75  cents  and  $1.50 
each.  Illustrated  catalog. 

John  W.  Graham  & Co.,  Spokane,  Washington.  Large  size  photogra- 
vures, carbons  and  steel  engravings.  Prices  range  from  $1.00  to 
$10.00.  Frames  from  $1.50  to  $8.00.  Illustrated  catalog. 

G.  P.  Brown  & Co.,  38  Lovett  St.,  Beverly,  Mass.  Pictures  one  cent  each ; 
120  for  $1.00.  Illustrated  catalog. 

Cosmos  Picture  Co.,  119  West  25th  St.,  New  York.  Ten  pictures,  stand- 
ard size,  for  25  cents;  50  pictures  $1.00. 

A.  W.  Elson  & Co.,  146  Oliver  St.,  Boston,  Mass.  Photogravures  on  etch- 
ing paper,  ten  cents  each. 

A.  W.  Mumford  & Co.,  378  Michigan  Ave.,  Chicago,  111.  Colored  pictures 
of  birds,  mammals,  insects  and  plants,  2 cents  each;  $1.80  for  100. 

P.  P.  Caproni  & Co.,  Boston,  Mass.  Casts  and  bas-reliefs.  Illustrated 
catalog. 

Singer  Sewing  Machine  Co.,  Manhattan  Borough,  New  York.  Pictures 
of  United  States  scenery  in  sets  of  ten,  18  cents  for  postage. 

Detroit  Publishing  Co.,  Detroit,  Mich.,  Souvenir  Postal  Cards  covering 
travel  in  various  countries  and  portraits  of  famous  people.  10  for 
25  cents. 

C.  M.  Parker,  Publisher  Taylorville,  Illinois,  Pictures  and  picture  study 
leaflets  arranged  by  grades.  Price  15  cents  a dozen  copies  or  $1.00 
a hundred. 


34 


Note : In  framing  pictures  it  is  always  in  good  taste  to  have  the  mat 
about  the  color  of  the  middle  tones  of  the  picture  with  a plain 
wooden  frame,  the  same  shade  or  a little  darker.  If  there  are  only 
a few  figures  in  the  picture  and  it  has  a good  background  as  in 
Corot’s  picture  or  Millet’s  The  Angelus,  no  mat  is  unnecessary. 

RURAL  SCHOOL  LIBRARY  LISTS. 

Rural  School  Book  List — State  Normal  School,  Lewiston,  Idaho. 

School  Libraries — State  Normal  School,  Lewiston,  Idaho. 

List  of  Books  for  School  Children — State  Department  of  Education,  Lan- 
sing, Michigan. 

First  Aid  List  of  Children  Books — State  Normal  School,  Cheney,  Wash- 
ington. 

Suggestive  List  of  Children’s  Books  for  a Small  Library,  Democratic 
Printing  Co.,  Madison,  Wisconsin.  Compiled  by  Helen  T.  Kennedy. 
List  of  Books  for  Elementary  Schools — Oregon  Library  Commission, 
Salem,  Oregon. 

Illinois  Pupils’  Reading  Circle  Lists.  F.  A.  Kendall,  Naperville,  Illinois. 
Free. 

The  Use  of  the  School  Library  in  the  Homes  and  Schools  of  Illinois. 
Bulletin  issued  by  the  State  Department  of  Education,  Springfield, 
Illinois. 

Progressive  Purchase  List  for  School  Libraries — The  H.  W.  Wilson 
Company,  Minneapolis,  Minn. 

Note:  John  W.  Graham  & Co.,  Spokane;  A.  C.  McClurg,  Chicago;  and 
Chicago  Book  Supply  Co.,  keep  books  of  other  publishers  on  hand. 

PUBLISHERS  OF  SONG  BOOKS  AND  SHEET  MUSIC  FOR 
RURAL  SCHOOL  USE. 

The  music  for  the  Junior  Choirs  organized  by  Rev.  E.  C.  Knapp  of  Spo- 
kane may  be  purchased  in  sheets  or  full  set  of  ten  numbers  for  25 
cents  from  the  Sunday  School  Supply  Co.,  Spokane,  Wash. 
Children’s  Singing  Games  Old  and  New — Mari  Hofer.  A.  Flanagan  Co., 
Chicago.  30  cents. 

Choice  Songs  for  Intermediate  Grades.  Orville  T.  Brewer  Publishing 
Co.,  Chicago.  15  cents. 

Songs  of  the  Child  World,  Nos.  1 and  2.  Riley  and  Gaynor.  The  John 
Church  Co.,  Chicago.  $1.00  each.  Excellent  for  lower  grades. 
Songs  in  Season.  George  and  Coonley.  A.  Flanagan  Co.  Price  15  cents. 
Favorite  Songs  and  Hymns.  J.  P.  McCaskey.  American  Book  Co.,  San 
Francisco.  Price  80  cents. 

The  Abridged  Academy  Song  Book.  Livermore.  Ginn  & Co.,  Chicago. 
Price  75  cents. 

SETS  OF  MUSIC  READERS. 

Modern  Music  Series — Eleanor  Smith,  Silver  Burdette  & Co.,  Chicago. 
Primer.  Price  25  cents. 

First  Book.  Price  30  cents. 

Second  Book.  Price  40  cents. 

Alternate  Third  Book.  50  cents. 

Fourth  Book.  Price  75  cents. 

New  Educational  Music  Course — McLaughlin  & Gilbert.  Gim  & Co., 
Chicago. 

First  Reader.  Price  30  cents. 

Second  Reader.  Price  30  cents. 


